Skip to main content

Xenophobia comes in many forms

Like many of you on this morning of Friday 24th June, 2016, I feel shocked, angry and ashamed. 52% of our nation voted to leave the European Union, the greatest peace and economic cooperation project our continent has seen.

I also feel uncertain about what the future will hold for the UK. An independent Scotland now seems probable, political unrest in Northern Ireland closer, instability in Europe on the cards, Tory and Labour parties are in disarray, and who knows what sort of political leadership we shall be subject to?

Xenophobia played a significant role in this referendum campaign, and not just in the form of blatant racism you might come across in the pub or on the streets. Older people of my acquaintance who wanted to leave the EU are not racists or xenophobes in the worst sense; nevertheless they betray in their conversation a deep-seated paranoia and fear of foreigners. They think that the EU is a German-led conspiracy, they say the EU is undemocratic (while not mentioning that, in many ways, the UK governmental system is less so), they often talk of "Brussels", where Brussels is short-hand for "faceless bureaucrats" who do things to us without our permission.

They talk of "them" and "us". If they do see us as members of a club, they believe that the others are all against us. They see themselves as victims. In particular, they still seem to harbour some post Second World War angst about German desire to dominate the continent.

They talk of taking back control over our destiny as if we had lost that ability. Ironically, the fact that we had a referendum at all disproves the claim.

All this is ultimately another type of xenophobia. It may not be out-and-out racism, but it is still fear of foreigners and it is clearly deep-seated in the British (or should I say more especially Welsh and English) psyche. How depressing that with improved education, frequent travel and greater cultural diversity that many of us, mainly the over 60s, cannot escape this way of thinking.

We shall now see the consequences, which remain uncertain. Perhaps the sensible, progressive political centre can eventually reassert itself. In the meantime, as the financial markets have demonstrated this morning, we are in for a very bumpy and damaging ride.

Comments

  1. It's baffling that the regions most in receipt of EU support voted most strongly to leave. Cornwall is now saying that they hope they won't be affected in terms of funding by Brexit, and Carwyn Jones has said the "Wales must not lose a penny". If they think that a government led by Johnson and Gove would look more favourably on them than the EU, it's a comment on how confused and delusional this whole exercise has been. Already the Leave people have rowed back on the £350m a week to the NHS "pledge". Farage called it "a mistake", yet the battlebus has been all over the country with that promise blazoned all across its sides. To paraphrase Labour's 1997 anthem, things can only get worse.

    ReplyDelete
  2. Hi John. I see no reason for optimism at all. It is one huge mess. I bet many voters had no idea that their regions were supported by the EU.

    ReplyDelete
  3. I completely agree with your opinions. This was a referendum built on lies and I feel very concerned about our future. If there is a second referendum for Scottish independence my vote will likely be very different to the last time.

    ReplyDelete
  4. I suppose there are even more angry people, proportionately, in Scotland than here in England. I feel no better three days later.

    ReplyDelete

Post a Comment

Popular posts from this blog

What is skill acquisition theory?

For this post, I am drawing on a section from the excellent book by Rod Ellis and Natsuko Shintani called Exploring Language Pedagogy through Second Language Acquisition Research (Routledge, 2014). Skill acquisition is one of several competing theories of how we learn new languages. It’s a theory based on the idea that skilled behaviour in any area can become routinised and even automatic under certain conditions through repeated pairing of stimuli and responses. When put like that, it looks a bit like the behaviourist view of stimulus-response learning which went out of fashion from the late 1950s. Skill acquisition draws on John Anderson’s ACT theory, which he called a cognitivist stimulus-response theory. ACT stands for Adaptive Control of Thought.  ACT theory distinguishes declarative knowledge (knowledge of facts and concepts, such as the fact that adjectives agree) from procedural knowledge (knowing how to do things in certain situations, such as understand and speak a langua...

Zaz - Si jamais j'oublie

My wife and I often listen to Radio Paradise, a listener-supported, ad-free radio station from California. They've been playing this song by Zaz recently. I like it and maybe your students would too. I shouldn't really  reproduce the lyrics here for copyright reasons, but I am going to translate them (with the help of another video). You could copy and paste this translation and set it for classwork (not homework, I suggest, since students could just go and find the lyrics online). The song was released in 2015 and gotr to number 11 in the French charts - only number 11! Here we go: Remind me of the day and the year Remind me of the weather And if I've forgotten, you can shake me And if I want to take myself away Lock me up and throw away the key With pricks of memory Tell me what my name is If I ever forget the nights I spent, the guitars, the cries Remind me who I am, why I am alive If I ever forget, if I ever take to my heels If one day I run away Remind me who I am, wha...

Longman's Audio-Visual French

I'm sitting here with my copies of Cours Illustré de Français Book 1 and Longman's Audio-Visual French Stage A1 . I have previously mentioned the former, published in 1966, with its use of pictures to exemplify grammar and vocabulary. In his preface Mark Gilbert says: "The pictures are not... a mere decoration but provide further foundation for the language work at this early stage." He talks of "fluency" and "flexibility": "In oral work it is advisable to persist with the practice of a particular pattern until the pupils can use it fluently and flexibly. Flexibility means, for example, the ability to switch from one person of the verb to another..." Ah! Now, the Longman offering, written by S. Moore and A.L. Antrobus, published in 1973, just seven years later, has a great deal in common with Gilbert's course. We now have three colours (green, black and white) rather than mere black and white. The layout is arguably more attrac...