The commodification of desi culture and examining the legitimacy of colonial guilt

“India’s not that different from Coachella”, said Ben gross in an episode of Mindy Kaling’s Netflix series, Never Have I Ever. “It’s crowded, dusty, Diplo’s sort of around”, he elaborated. While at first glance, this dialogue elicited a very mildly offended chuckle from my end since I come from right beside India, but now, it does ring true to me beyond the crowd and dustiness. 

I remember being a young teenager, spending my summer breaks on the internet, watching white YouTubers go to Coachella, wearing henna tattoos, bindis, and ethnic prints. I remember visiting the websites these YouTubers had Coachella-specific partnerships with. I remember looking at printed Kimonos and Tunics for hundreds of dollars which would not ship to my country. I remember yearning for these clothes, not realizing that the clothes I was yearning for were basically my clothes from my own tradition, just on white girls. This blog might raise more questions than it answers because the process of me dissecting my own internalized colonial ideas is ongoing and incomplete. There can be numerous reasons why I saw Coachella tunics as superior to traditional kurtas. One of them could be the fact that I saw them on white models rather than brown models and I still hadn’t unlearned Eurocentric, conventional beauty standards back then. Another could be how all the internet influencers who I was watching had capitalized on their relatability factor and could target me a lot easier than traditional clothing brands, who usually do not keep in mind young teenagers while formulating their marketing and advertising strategies. 

So, why am I talking about Coachella and how it may or may not have copied elements from my culture? The Albert Memmi reading creates a distinction between the colonizer and the colonist. Memmi concedes to how being a colonist is a more cogent and logical course of action than just being a colonizer who doesn’t accept their actions. Memmi also speaks about how a colonist, who is a colonizer and admits to it, seeks to legitimize colonization (p. 89). As disturbing as the idea of legitimizing colonization sounds, some of my group mates during the discussion raised the question of whether it is better to admit guilt as a colonizer than deny it, and while I understand the idea behind that, I also suggested that some former colonizers might just admit guilt as a performative tool of virtue-signaling. But besides all these questions, we discussed if colonization is truly over and colonists are admitting to guilt, how do they still heavily commodify and capitalize and benefit from our cultures through cultural appropriation? 

This is not the first time my group brought up cultural appropriation. Time and time again we have brought up so many examples, from Shein selling Muslim prayer mats as Greek carpets, to a store in New Zealand selling a typically $10 Charpai for around $800. Here is a listicle of several other such products. While we usually share a whole lot of laughs about how ridiculous and poorly researched these products are, it does raise the very legitimate concern about the core continuing to use the culture of the periphery for commodification and capitalist, financial gain. It also creates a lot of room for introspection for people like me who almost threw their money at products like this.

I want to end this blog on a note of curiosity, which I will keep reading up about. In our last discussion, I brought up how diaspora Pakistanis or desis in the West sell products from our own culture at very elevated prices. I wonder about the ethical implications of this from an intersectional lens. Do diaspora Pakistanis use their privilege in terms of geography and class to exploit locals by selling them very expensive products, or is this an act of them reclaiming their culture in place of letting appropriation happen?

Gender Falls Apart – an examination of Achebe and gender from where I stand

“These girls are just like boys”, proudly remarked one of my teachers to another when my friend and I stood in the Computer lab showing them a video we had filmed. We were in the seventh grade and drenched in sweat, having run around school to get the perfect shots on our Handycam. Our uniforms were grubby and our hair was tied back messily. I remember feeling so happy and proud of myself. I was finally just like a boy. I was finally enough. I had worked hard enough and had become confident enough to free myself from the realm of girlhood. I had found the ultimate life-hack to escaping misogyny – just be “boyish”, whatever that means. This didn’t last long. 

A few years of casually indulging in “boyish” behavior entailed a lot of vilification and demonization for it. It is funny because this “boyish” behavior entailed talking confidently, taking up challenges, and talking about my future without mentioning marriage. None of these things have to be boyish but were considered that anyway. 

In the tenth grade, I wanted to wear jeans instead of a dress for our end-of-the-year dance. At this point, I had unlearned the idea that boyish behavior was stronger or cooler and had unlearned that femininity was weak. I just did not associate pants with masculinity. I was told that I can’t wear pants because I would appear boyish and it would be unpleasant and uncomfortable for those around me.

Besides the fact that the two incidents are riddled with ridiculous gender stereotypes, they taught me a complex, confusing lesson about how there is no way I can win. If I exhibit “feminine” traits, I am considered weak so it is better to exhibit “masculine” traits. However, “masculine” traits make me a social delinquent who is going against nature and causing discomfort. 

Achebe’s depiction of masculinity in Things Fall Apart reminded me of these incidents in my life. I believe that Okonkwo was full of toxic masculinity and saw any traits in men that weren’t aggressive as weak and feminine. Men who were not able to bear the sight of blood were seen to be weak (p. 6). The metric for measuring that a man has not failed is that he has a large barn and three wives. The fact that Okonkwo’s wives, especially the youngest, were terrified of him was a way through which he escaped being seen as fragile and weak (p. 13). The gendered coding in the book was to the extent where yams were considered a man’s crop. Okonkwo called a man who contradicted him a woman (p. 26). Okonkwo considered showing affection to be a sign of weakness (p. 28). Okonkwo was happy to see his son grumble about women because a man unable to control his woman wasn’t a man after all (p. 53). 

All of this made me realize that for men, gender stereotypes can be circumvented and benefited through toxic masculinity, and men are able to exert hegemony by indulging in toxic behavior. Of course, this harms the men as depicted in Achebe’s novel, it does not take away from the fact that it benefits them in a way that it enables them to have control over people and opportunities. However, for women, there exists a double bind where confident and assertive women are seen as strong but are disliked because they seem to go against the natural nurturing and soft traits associated with femininity. Even when it comes to benefitting from harmful stereotypes, women have it unfairly difficult as compared to men.

 

No Longer Simon – an Ice King analysis in context of the Memory View

Olive skin, dark hair, a love for archaeology, and a tender heart – Simon Petrikov had quite an inviting personality. 

However, soon after, he almost turned into the complete opposite of the aforementioned description. Pale blue skin, white hair, a beard, and the sick wish to kidnap a princess – Ice King would not even respond if you used the name Simon to address him. 

How did this happen? 

In the show Adventure Time, Simon was a regular human before the near annihilation of the human species during the Mushroom War. He was kind-hearted and loving to everyone around him including his fiancee, Betty, and to his young friend, Marceline the vampire queen. He was studying to become an antiquarian (a specialist in the knowledge of ancient artifacts) and was passionate about archaeology. Due to this, he purchased an ancient jeweled crown which caused him to blackout and experience odd visions. This frightened Betty away from his life. The crown erased his memory and influenced and twisted his mind and body to a point where he quite literally lost his humanity and started being considered a twisted wizard called Ice King.

The Memory View 

The Memory View or the Psychological Continuity view suggests that the self is made up of an individual’s collection of memories. In A Dialogue on Personal Identity and Immortality by John Perry, Miller quotes Locke’s view of memory that suggests that the relationship between two people or stretches of consciousness is shared memory. In class discussions, many people brought up questions of how memory loss comes into play in this whole situation and whether people with memory loss lose their “selves” with their memory and I couldn’t help but think of Ice King’s story. 

So, did Ice King lose his self?

As disappointing as it is, I think there isn’t an absolutely concrete answer to this. However, it can be speculated that Ice King did largely lose himself when his memories were wiped out. This was even further depicted when his body and species changed due to his change in memory. This obviously would not happen to a person with memory loss, but it really goes to show that his memory loss was the root cause of him losing everything that made him Simon Petrikov. In the episode “I Remember You”, it is even hinted that Simon was aware that he would lose himself because, in a message written to Marceline, he mentions losing himself and being afraid that Marceline would lose him as well. He also mentions that he feels himself slip away. When he sings these messages later as Ice King, he has no understanding of them. 

However, there was the residue of his life as Simon that traveled into his life as Ice King, such as how his heartbreak about Betty made him want to marry a Princess (for which he wanted to kidnap Princess Bubblegum, which was extremely messed up)

An important difference between Simon and Ice King is degrees of self-awareness. While Simon is aware of himself while he is losing himself, Ice King does not know what is happening. 

There is an irony in Ice King’s loss of self because the readings about the self talk a lot about immortality and permanence. Ice King’s crown has made him immortal, yet his self has changed drastically compared to that of mortals. This raises larger questions about personhood and permanence. Perhaps the real personhood and humanity lie in the limited mortality and impermanence of human life. 

Fans of the show have commented on online forums about how the representation of Ice King and his dynamic with Marceline resonated with them because they had relatives with memory loss. While Marceline values Ice King, she is easily frustrated by his memory loss and lack of self-awareness. If anything, the show teaches an important lesson about empathizing with someone with memory loss, even if you believe they have completely lost their original identity. 

*For context about the above gif, her name is Marceline and he mistakenly calls her Gunter (which is the name of his penguin)

 

 

Ice king. Adventure Time Wiki. (n.d.). Retrieved October 1, 2021, from https://adventuretime.fandom.com/wiki/Ice_King. 

Perry, J. (1978). A dialogue on personal identity and immortality. Indianapolis: Hackett Pub. Co.

Sarah Consumes Media Mindlessly(ish)

Since I can’t shut up about films and television shows relevant (mostly) to the course content for both Philosophy and Ways of Knowing, here’s a list of films, shows, videos, or music that I find applies to what we’re reading about.

The Good Place

Category: Show

10/10 show, lots of content about moral Philosophy, might give you an existential crisis.

Where to watch: Netflix

Russian Doll

Category: Show

PLEASE watch it. A good substitute for Groundhog Day if you hate misogyny as I do. Very time loopy also. 

Where to watch: Netflix (Yes, I’m aware I’m throwing all my money at them)

Unpaid intern

Category: Song 

Just listen to it, very relatable content. Never thought I could relate to a white man. 

Where to watch: YouTube but you can watch Bo Burnham’s inside on Netflix

English Vinglish

Category: Movie

Very cute movie, it’s like a coming-of-age film but the protagonist is older than your usual coming-of-age protagonist because some South Asian women get their coming-of-age stories late and that is perfectly fine >:(

Where to watch: Prime Video

 

Unrelated, but enjoy some music:

My Past Isn’t in The Past, It’s in the Facebook Database

According to Jenny Odell’s text, The case for doing nothing, phones are shaping the attention economy and are controlling how we think and how we view things. The attention economy is the idea that human attention is a valuable currency or commodity. So while digital and social media might be free to use, there is still a valuable amount of attention paid.

A few months ago, I would have honestly dismissed this rhetoric as “boomer” discourse (at least I’m self-aware enough to call myself out on it). However, recently I have developed an aversion to social media and my phone after realizing the impacts that it has on my brain. The impact I experience is different from what negative impacts of social media are stereotypically considered to be. I am grateful that looking at perfect bodies and faces does not fill me with a sense of negative body image, however, it is a perfectly valid concern and happens to a lot of people. In fact, it is an important pressing issue that needs to be talked about. 

My issue is a little different. I grew up on the internet. Facebook witnessed my entire childhood as I foolishly overshared every little thought I ever had. Facebook saw me play Pet Society for hours on end and witnessed my One Direction phase. Now that I want to distance myself from my past mistakes and acknowledge my growth, the past isn’t really in the past, it’s in the Facebook database. Every time I want to present a refined, curated version of me that was genuinely birthed out of self-growth and introspection, the Memories feature reminds me of my unfiltered and flawed past. I think it is ironic how we think that social media helps us hide behind a screen and present ourselves as whatever we want to be because I think my social media has seen me at my most authentic and vulnerable.

Here is a video of 12-year-old me either being extremely wise by saying that using my laptop all the time isn’t good for me, or being an absolute hypocrite because I used my laptop all the time anyway. 

 

Every single word you type, even if you delete it before posting it gets stored. It is a sense of vulnerability like no other. During an internship, I accidentally copy-pasted a YouTube lyric video instead of a link to the company’s blog post on the company’s Facebook page. While I deleted it in time and did not post it, Facebook knows. Facebook always knows. Well, whoever’s reading this now also knows so maybe this anecdote was a little counter-intuitive. Please don’t tell my former boss. 

What scares me is that I didn’t even think twice about the surveillance and amount of my information that was being stored. Only after a lot of reflection and introspection this summer, did I finally realize that I spend hours of my time aimlessly scrolling and providing information to mobile apps that don’t do much for my mental health besides making it worse.

In addition to this, since I grew up on the internet, I feel like I owe it all my thoughts. I think I have to read every single article I find on my social media and interact with it. I think that if I do not voice my political opinions on everything, I will be in trouble. It is paradoxical because I do believe that everyone with a platform has some sort of social responsibility to raise their voice for the marginalized.  In the text, Odell talks about how “doing nothing” entails an active process of listening that brings about real change in terms of racial and environmental justice among other issues. I thought that was so important because I always felt like I was being complicit if I was logging off and doing nothing. However, Odell creates a distinction between being complicit and stopping to introspect. 

Using social media became incredibly difficult for me this summer due to the rapid politicization of Instagram and the new wave of the #MeToo movement in Pakistan. I would typically be so grateful for the fact that sexual harassers and assaulters are being outed, but this summer I found myself losing control and reading posts disregarding the trigger warnings that accompanied them. In Stand Out of Our Light, Williams points out how social media triggers distract our navigation through informational space. While at first glance, this seems to be limited to frivolous distractions, in my experience, it isn’t just limited to those. 

For example, I would glance at my phone to check my emails and before I knew it, I would have spent an hour reading in-depth posts about a femicide case that had happened in my country. After that hour, I would be reading comments victim-blaming the victim and fruitlessly interacting (read fighting) with those comments. Then, I would be reporting extremely offensive, threatening, and misogynistic comments on the posts, only for them to not be taken down because they were made in Urdu and apparently the Facebook and Instagram algorithm isn’t smart enough to recognize that comments made in another language can violate their community guidelines. (This is very puzzling because it is smart enough for targeted advertisements and adding links to vaccine information if Covid is mentioned). Even with my phone off, I would constantly be thinking about the horrible things I saw on my screen for hours and how I wasn’t able to do anything about them. This is why I decided to give myself a social media break and begrudgingly deleted my Facebook and deactivated my multiple Instagram accounts.

Odell’s idea of productivity consisting of the maintenance of what exists instead of just a production of something new was so eye-opening for me. I was so immersed in gaining new information and creating new content on social media, that I wasn’t even looking back at the information I already knew and content I had already created. I was not asking myself if what I already knew was right and authentic because I wasn’t even asking myself if I was doing alright. I spent my social media break (which is still ongoing) journaling, listening to music, walking outdoors, and mostly studying. It made me realize how using phones is such a huge part of social situations. Sometimes when I sit around with my friends, I find them silently scrolling through their phones for minutes on end. I only recently noticed this because I used to do the same. Scrolling through social media is genuinely such an easy distraction and life has not been the easiest without it. However, I’m really grateful that I caught myself in a toxic spiral and took action at such a young age. This social media break is one of the healthiest things I’ve done in a while. 

 

English-Vinglish: How my Schooling Perpetuated Colonist Ideas (and broke my Urdu)

Back in school, I remember being strictly told not to talk in Urdu during class, unless I was in Urdu class. This applied to talking to my friends or asking to go to the bathroom. It is important to note that everyone around me understood Urdu, so it wasn’t out of respect or inclusion for anyone who would possibly not understand the language, it was purely done because Urdu was seen as the lesser formal language. People who talked in Urdu were looked down upon and were considered not smart or modern enough. 

While there are multiple different ways in which schools in the periphery promote colonist ideas, the one that fazes me the most is how students are penalized for talking in their local languages. It was overwhelming how many South Asians in my discussion group could especially relate to this. 

Timothy Mitchell’s (1988) chapter, Enframing from Colonizing Egypt not only provided insight into dynamics between colonial relationships and how colonial power organizes but after class discussions, also became a window into the colonization and Eurocentrism in pedagogy. 

Mitchell described that the English people perceived restructured Egyptian villages such as Neghileh as neat or more civilized. It is important to notice that colonial restructuring involves a lot of cultural erasure, entailing a replacement of the colonist’s culture with the colonizer’s culture. Colonization transcends the realm of geography and enters a mental, intellectual zone where the notion that the colonizer’s culture is superior, cleaner, and more civilized is deeply instilled into the minds of the colonized. This is not just limited to the texts. I come from Pakistan and I know that when the Indian subcontinent was under the British Colonial rule, Thomas Macaulay, British historian, and politician wrote, “ … a single shelf of a good European library was worth the whole native literature of India and Arabia.” (Pritchett)  

During last week’s discussions, my classmates and I talked about our personal experiences with this in addition to how our schools perpetuated colonist ideas during our schooling years. This was not just the case with my elementary/middle school in particular, but most of my friends from my city had similar experiences.

One of my friends from my city was volunteering for her school Science Fair where parents of students were invited. While demonstrating the project, the students including my friend were strictly advised not to pitch the project in Urdu no matter what. If someone asked them to explain the pitch in Urdu, they were ordered to simply repeat the pitch in English. When my friend was done with her pitch in English, a parent failed to understand it and my friend repeated it in Urdu. According to my friend, the parent seemed very apologetic. My friend did not understand why the woman had to feel apologetic about not understanding English when instead the school should have been apologetic for not being inclusive. 

This reminded me of the Bollywood film, English Vinglish, which revolves around an Indian housewife and her struggles with confidence and identity due to her inability to speak English fluently. This is the story of so many South Asian housewives who are afraid to go to their children’s parent-teacher conferences because speaking in their native language will make them seem uncivilized. 

Before I knew it, I found myself talking to my friends in English not only in school but also outside of it. When I stopped studying Urdu as a subject after the tenth grade, my Urdu became incredibly rusty and I could not form complete sentences without placing a word or two of English in them. It is so ironic because this was incredibly embarrassing for me but some of my peers took pride in their broken Urdu. I don’t completely blame the peers though, because colonist ideas are so deeply indoctrinated within us that they take heaps of time and energy to get past. 

To this day I am guilty of not doing my best to unlearn the significance of English in juxtaposition with Urdu. I still speak, listen to, and read more English than Urdu. Thanks to my supportive peers and the amazing local artists and filmmakers back home, I am able to cultivate the significance of Urdu in my heart (the use of the heart as opposed to mind is very inspired by Al-Ghazali) by decolonizing my own vocabulary. 

 

References: 

Mitchell, T. (1988). Colonizing Egypt. Cambridge University Press. 

Pritchett, F. (n.d.). Minute by the Hon’ble T. B. Macaulay, dated the 2nd February 1835. Minute on education (1835) by Thomas Babington Macaulay. Retrieved September 18, 2021, from http://www.columbia.edu/itc/mealac/pritchett/00generallinks/macaulay/txt_minute_education_1835.html. 

 

Performative Pedagogy

This week’s readings for Ways of Knowing introduced me to a lot of interesting ideas and got me thinking deeper about a lot of pedagogical practices. The chapter from Neha Vohra’s Teach for Arabia made me dissect what it really means to be enrolled in a satellite campus. I was thinking about the perception I have of certain colleges due to pop-culture. The first example that is coming to me right now is how Rory Gilmore goes to Yale in The Gilmore Girls, a show that I binge-watched over the summer after a recommendation by a good friend. What I learned about Yale from the show was that the prestigious piece of architecture was responsible for schooling predominantly white and rich students whose families had most likely attended Yale for generations. I wonder how much of this applies to Yale-NUS College, a liberal arts college collaboratively established in Singapore by Yale and National University of Singapore. Navigating school spirit might be confusing when you’re enrolled in a satellite campus. For example, the sentiment tied to a university’s building might not necessarily be shared by students enrolled in a satellite campus. It is not at all the fault of the creators of Gilmore Girls to depict Yale the way they did, because Yale-NUS was established in 2011, years after the show was broadcast. Besides, the picture the show painted might lack nuances, but it does hint at the privilege within academia. 

However, one thing that really stood out to me was the idea of a banking model in education disguised as a problem-posing education system. When I first read Paulo Friere’s Pedagogy of the Oppressed, my brain was ready to accept that a binary exists where there are strict teachers who do not encourage student engagement and in juxtaposition, there are lenient teachers who enable discussion and analysis. In this scenario, the former is the banking model of education while the latter is the problem posing system. However, I realised that the two education systems might not simply exist in a binary, where one system is devoid of the other’s characteristics. A system might claim to be problem-posing and might present that way, however it might just follow the same foundational notions that the banking model follows. In this blog, I will talk about how there might be instances where problem-posing education is just the banking model watered down to become palatable for the current times. 

In such problem-posing systems, assignments might be more analytical with a smaller emphasis on statistics and facts, teachers might be more lenient, but the contents of the analysis might still be concrete and the students might still be treated as banks but this time for liberal arts and social sciences. Student participation might be encouraged as long as they very intelligently articulate what the correct answer is. 

The current political climate we live in yields a lot of performative activism and allyship. Inclusivity, diversity, and social justice are ideas that have become easy to commercialize and capitalize on. We see examples of this in the conduct of corporations and companies on the daily. Examples of this include greenwashing, which is a marketing spin that companies deceptively use to persuade consumers or prospects into thinking that their products are environmentally friendly (Watson, 2016). If performative progress is seen in other facets in modern times, why would it not be seen in pedagogical spheres?

An educational institution is essentially a company as well, which according to Friere is used as a tool to feed into a capitalist system and produce employees. And since social justice notions are used as a commercialization tactic, a new set of skills is being added to many job requirements. This includes soft skills such as communication, inclusivity, and social intelligence. Personally, in my country, companies have recently become more interested in hiring liberal arts graduates than before. So why wouldn’t education systems adapt to this change to produce an army of employees best suited to today’s requirements? 

 

References:

 

Freire, P. (1972). 

Pedagogy of the oppressed. New York: Herder and Herder.

Vora, N. (2018). 

Teach for Arabia

Watson, B. (2016, August 20). 

The troubling evolution of corporate greenwashing. The Guardian. https://www.theguardian.com/sustainable-business/2016/aug/20/greenwashing-environmentalism-lies-companies.

Stuck in Subservience – The Educational Dichotomy

Glossy four-seater tables, congealed Maggi noodles eaten out of plastic lunch boxes, chipped pastel green wall paint, being told what conduct makes a good wife, asking for permission to drink water out of bright-pink plastic water bottles, unquestioned chants of Two one “za” two, two two “za” four echoing in a classroom, copied words off a chalkboard on three-lined notebooks to later be rote-learned — middle school looked a lot like adventure. Reading Paulo Friere’s Pedagogy Of The Oppressed deeply resonated with me since I had experienced what Friere describes as the banking model of education for most of my school years. 

Not being taught how to analyze situations affected me severely when it came to topics I deeply cared about. One such topic was climate change. Last year, I realized that a lot of the climate education we were provided with lacked nuance, and when I learned the actual gravity of the situation, I was overwhelmed and uncomfortable. Additionally, I experienced some trouble explaining this new information to those around me. Having had this experience, Plato’s allegory of the cave made perfect sense to me!

“You start out learning about global warming and the greenhouse effect in school, nobody talks about it outside of school, and one day, you grow up, leaving behind awareness of environmental degradation like a discarded binder in a locker.”, writes Sarah Elahi (2020) in an article unpacking motherhood during the Anthropocene. Including me, most Pakistani kids have shared this experience where the environment is treated like an abstract entity divorced from reality. In middle school, I was told to paint “Save The Earth”, bright green and blue, on fresh single-use and non-biodegradable paper with paints containing non-biodegradable acrylic polymers.

Friere describes the fundamentally narrative character of schools, artfully saying that the educational system is suffering from narration sickness. He extrapolates on this, stating that the banking structure places the teacher in an authoritative position as a narrator, and students in a subservient passive position as listeners (Friere, 1968).

Reading, reflection, and introspection with respect to the model have made me realize the intensity of the dichotomy that the banking model creates between students and teachers. I had never dared to question this dichotomy before because I just believed that was how things were supposed to be. 

An obvious reason why I never questioned this dichotomy was that I could not dare to question authority. I remember always being really excited to learn, reading random end-of-chapter activities in my textbooks, doing them at home, excitedly going up to my teachers, and telling them about my at-home educational adventures. 

I wish I could say my teachers were always warm and welcoming in response to my excitement. When I was in the fourth grade, a teacher literally told me to shut up when I told her that I wanted to build a terrarium. I remember this so well because, after this, I kept my excitement to myself and stopped telling my teachers anything at all. After that incident, I have only had two teachers in my entire school life who supported anything I had to say that was even a morsel out of the strict syllabus content. 

On Perusal and in discussions, I highlighted how Friere’s ideas mirror Friedrich Engels’ ideas of class consciousness and how the dichotomy between teachers and students mirror larger oppressive systems and power structures. However, I believe that it is important to acknowledge how in South Asian or desi societies, this dichotomy stretches into families as well, existing between adults as narrators and children as passive obeyers, also mirroring larger oppressive systems. 

Growing up in a South Asian household, I was never allowed to question anything any adults around me said. It was genuinely a rule set in stone. Referring to this culture, writer Nuur Hasan (2020) writes:

You are told to walk in a straight line after you are thoroughly told what a straight line is, and how it is iron-clad into our society. Deviating from it is evil and unwise.

The straight line? – What is it? It is the root cause of all problem; the outdated, boring, even hurtful and restrictive self-proclaimed “laws” of our elders. Some call it culture, some call it traditions.

It becomes even harder to subvert the banking model in South Asia because of how deeply rooted obeying adults in the name of respect is in our culture. While there is absolutely nothing wrong with respecting adults. I completely endorse respecting everyone, however, the aforementioned obedience entails a lack of agency or autonomy. This might be to uphold the tradition of more concrete family structures which uphold the patriarchy along with neoliberal economies. This is due to the patriarchal and patrilineal notion that women are lower than men, it is automatically assumed that they are not primary breadwinners and hence require less money (Mitchell, 2016). Hence, women are not only systematically oppressed in workplaces but are also rapidly proletarianized and trapped in a cycle of poverty.

 

References:

 

Elahi, S. (2020, March 2). Apocalypse babies. https://www.sochwriting.com/apocalypse-babies/. 

Freire, P. (1972). Pedagogy of the oppressed. New York: Herder and Herder.

Mitchell, A. (2016, September 7). Neoliberalism’s Exploitation of Women Workers: the true price of our clothing. Institute of Asia and Pacific Studies. https://blogs.nottingham.ac.uk/asiapacificstudies/2016/09/07/neoliberalisms-exploitation-women-workers-true-price-clothing/. 

Nuur Hasan 1 year, 5 months. (2020, April 1). 

What is wrong with our elders and ‘desi’ culture? Mashable Pakistan. https://pk.mashable.com/opinion/2311/what-is-wrong-with-our-elders-and-desi-culture.