privilege

Race Reductionism: Neocolonialism and the Ruse of “Chinese Privilege”

[Photo: Singapore circa 1941, taken by Harrison Forman]

By QIAO Collective

Republished from QIAO Collective.

Recent discourse within the U.S. and Singaporean liberal-left has championed “Chinese privilege” as an analytic of power within Singapore and Asia at large. By invoking a Chinese equivalence to whiteness, analyses of “Chinese privilege” not only disavow the material history of racial capitalism in Asia, but appropriate Black and Indigenous critiques of white supremacy to bolster a long history of Singaporean anticommunism in service of U.S. military and ideological supremacy over Asia.

Postcoloniality is the condition of what we might ungenerously call a comprador intelligentsia: of a relatively small, Western-style, Western-trained, group of writers and thinkers who mediate the trade in cultural commodities of world capitalism at the periphery.

—Kwame Anthony Appiah

Neocolonialism, like colonialism, is an attempt to export the social conflicts of the capitalist countries.

—Kwame Nkrumah

Since 2015, Singapore has seen the rise of a new discourse arguing the existence of Chinese racial supremacy. Influenced by U.S. cultural theories of race, critics of so-called “Chinese privilege” sought to formulate a theoretical framework for thinking about inequality in Singapore. Yet short of interrogating the material specificities of Singapore, these critics—composed not insignificantly of Western-educated cultural elites—found inspiration from transposing U.S. frameworks of racial antagonism directly onto Singapore. “I performed a simple experiment,” admitted the self-professed founding theorist of “Chinese privilege”: “I took a paragraph [from bell hooks’ ‘Beloved Community’] and I substituted the words ‘Chinese’ for ‘white.’” So “Chinese privilege” was born.

In Singapore, the terminology of “Chinese privilege” spread like wildfire within the networks of the cultural elite, circulating abundantly in the capital of “woke” discourse, Yale-NUS College (a liberal arts school jointly established by Yale and the Singaporean government). Soon it became more than just an analysis of “privilege”: suggestions of “Chinese racism,” “Chinese supremacy,” and “Chinese settler colonialism” all began to float in the air, plastered together by their plagiarism from North American Black and Indigenous critique.

When pressed, however, the loosely cobbled Singaporean copies began to fall apart: given the geographic, cultural, and political variation amongst Chinese people, who are implicated in the broad idea of the “Chinese”? What does “Chinese privilege” in Singapore mean, against the existence of more than 200,000 mainland Chinese migrant workers who, along with their predominantly Bangladeshi peers, toil daily in Singapore, with no minimum wage, to build the city’s high-rises, wash its public toilets, and serve in its hawker centers? Finally, given the material histories of race under Euro-American colonization, in which white supremacy actualized itself through racial enslavement, indentured servitude, and Indigenous genocide, how can white privilege be commensurable to anything else—in the world?

As Cedric Robinson wrote, modern capitalism is an extension of European feudalism, built from the very beginning on primitive accumulation established through racial slavery and colonization. Any project that seeks to understand racial capitalism in Asia cannot disentangle capitalism from its definition as a globalized system of value built on and by white supremacy. In Singapore, which for centuries existed both as part of the Indian Ocean world and the Malay archipelago, modern capitalism was ushered in by the British East India Company. From 1819 onward, Singapore became one node in the vast operation of the British Empire, connected by subjugated labor and trade to India, China, Hong Kong, and Britain’s many other colonies in the West Indies and Eastern and Southern Africa.

The history of race in Singapore, then, is a history of racial capitalism. The British colonial government played a key role in facilitating early discourses of race and racial difference in Singapore, producing the racial classificatory system that in Singapore today is known as CMIO (Chinese, Malay, Indian, Other). Interestingly, the British never elevated the Chinese as a superior class—rather, its initial interests were in cultivating a Malay indigenous elite through whom they could rule by proxy. During the century and a half of colonial rule, the Chinese were most useful for the British as primarily as a cheap labor force extending British empire’s labor imperialism (“coolies”), and secondarily, as a middleman merchant class that facilitated the empire’s trade imperialism (opium, rubber, tea). Though Singapore has been both a British and Japanese colony, it has never been a Chinese one—on the contrary, under British rule, the Chinese population in Singapore was alternately disciplined and neglected, and under Japanese rule, subject to ethnic genocide. In this light, there is no historical ground supporting claims of “Chinese supremacy” in Singapore. To argue for it is to mount a deceit that contradicts the very histories of race and capitalism as they were forged during Singapore’s colonial era.

Since its independence in 1965, Singapore has been ruled by the People’s Action Party (PAP), led for 38 years by former Prime Minister Lee Kuan Yew, under whose tenure Singaporean “Chineseness” was transformed into an essentialist cultural project in concert with what Lee championed as “Confucian capitalism.” Refigured as a depoliticized, homogenous, and agreeable alternative to the geopolitical and racial Chineseness represented by “Red China,” the Singaporean Chineseness installed by Lee posited itself as a proxy to Weberian Protestant capitalism. Functioning in contrast against the racial and political threat of “90 million Chinese communists in China,” Lee’s carefully-pruned Confucian Chineseness marked Singapore, a Chinese-majority island, as a capable partner to U.S. empire—and Lee himself as a trusted native informant to generations of U.S. imperial architects.In his prolific public statements, Lee was unabashed about what he believed to be the essentialist characteristics of each “racial” group, and the disciplinary mechanisms supposedly required to harness them into a stable “multiracial meritocracy” that would make Singapore an ideal site of investment for Euro-American capital. In other words, officialized discourses of race in Singapore take on a primarily economic function, shaded by the backdrop of neocolonial U.S.-Singapore relations. In this light, to speak of race in Singapore is to speak of a highly localized phenomenon held in taut relation with historical British rule and contemporary U.S. domination—including the ongoing Cold War of anticommunist containment in Asia.

Yet recently, discourses of “Chinese privilege” have escalated, alighting on a new strategy of manufacturing imperialist antipathy against China and justifying continued U.S. military domination in Asia. Moving beyond Singapore, Singaporean critics of “Chinese privilege” argue that Asia at large is threatened by the looming specter of a “rising China.” Proposing that Chineseness is a universalizing racial category, these critics conclude that “Chinese privilege” and “Chinese supremacy” in Singapore may be extrapolated to Asia-at-large, in which the PRC plots a supposedly imperialist takeover. Of particular vexation to these critics is what they call the “Chinese tankie,” a slur which refers, through a mish-mash of McCarthyite euphemism and garbled identity politic jargon, to anti-imperialist internationalists who oppose U.S. military supremacy in Asia and the ongoing informational war against China.If the vague, anti-China fear mongering of “Chinese supremacy” discourse feels familiar, it’s because it sounds strikingly similar to talking points of the U.S.-led Cold War on China, and increasingly, the discourse of the Singaporean state. While Singapore has historically framed its foreign policy as a balancing act between the U.S. and PRC, since 2018, a series of secretive arrests authorized by Singapore’s Ministry of Foreign Affairs, working in tandem with the U.S. Pentagon, have signaled the island nation’s shift toward a more diplomatically offensive position against China.

In a speech given to the public in 2019, former Permanent Secretary of the Ministry of Foreign Affairs Bilahari Kausikan urged Singaporeans to stand guard against what he called China’s “sophisticated and flexible instrument[s] of influence,” which threaten Singapore’s “foundation of multiracial meritocracy.” Of note, Kausikan pressed, was China’s civilizational threat against Singapore: “China’s identity as a civilizational state,” he said, “finds expression in the work of the Overseas Chinese Affairs Office… In plain language, overseas Chinese should identify their interests with China’s interests and work to advance China’s interests. And this represents a deliberate blurring of the distinction made between the hua ren (ethnic Chinese) and the hua qiao (overseas citizen of the PRC).”

By suggesting the always already latent possibility of “ethnic Chinese” being turned into spies for the PRC, Kausikan not only taps into a long history of conjoined anti-Chineseanti-PRC, and anticommunist villainization in Southeast Asia, but also rehashes the “China creep” discourse of the U.S. and its “Five Eyes” alliance. Case in point, Kausikan’s declarations of “Chinese espionage” startlingly echo the propaganda of such warmongering luminaries as the weapons industry-funded Australia Strategic Policy Institute (ASPI) and Center for Strategic and International Studies (CSIS). Lauding Kausikan’s speech, the conservative U.S. policy think tank Jamestown Foundation (on whose board sits Trumpian architect Robert Spalding) noted: “Singapore has long been a target of CCP united front attention, and the city authorities have a history of combatting CCP propaganda that dates back to the 1950s and 70s, when PRC leaders sought to export communist revolution to Southeast Asia.”

This would certainly be an impressive feat, were it true. While evidence of actual “CCP infiltration” is all but nonexistent, what is abundantly clear is that the United States has spent extraordinary effort covertly manufacturing anticommunist, anti-Chinese propaganda across Asia throughout the last seventy years. Drawing from a dense archive of declassified CIA reports, Operating Coordinating Board (OCB) communiques, and U.S. Information Agency (USIA) documents, historian Wen-qing Ngoei concludes,

[T]he key principle of U.S. Cold War policy toward [Asia] was to harness the interconnectedness of Southeast Asia’s Chinese so that Beijing could not. From mid-1954, U.S. planners began seeking ways to ‘encourage the overseas Chinese’ to ‘organize and activate anticommunist groups and activities within their own communities.’ Beyond this, Washington aspired to ‘cultivate’ overseas Chinese ‘sympathy and support’ for the GMD [Kuomintang]-dominated Taiwan as a ‘symbol of Chinese political resistance,’ to forge one more ‘link’ within the United States’ broader ‘defense against Communist expansion in Asia.’ (9)

Within Singapore itself, accusations of “Chinese communist influence” have served as an expedient lie leveraged by both the British colonial government and the British-backed Lee Kuan Yew, Singapore’s first Prime Minister, to effectively rid the country of leftist organizing. In what became known as the 1963 Operation Coldstore, Lee convinced the British colonial government to invoke the secretive Internal Security Act (ISA) to detain some 113 left-leaning politicians of the opposition party, Barisan Socialis. This effective annihilation of Singapore’s popular leftist movement in turn gave Lee, the British heir apparent, a virtually unopposed path to political power in Singapore’s first general election in 1965.1 In 1987, Lee’s government once again leveraged charges of a “Marxist conspiracy” to detain 22 leftist organizers, holding them for up to three years under alleged torture. Reflecting on the arc of anticommunist fervor that has defined post-independence Singapore, historian T.N. Harper writes that since independence, “the PAP government worked resolutely to depoliticize national struggle, to shed it of its old internationalist connections, and to tear Singapore from its alternative pasts” (48).

Given both the history of U.S. covert operations in Southeast Asia and Singapore’s own virulently anticommunist post-independence history, it should be no surprise that the low-hanging fruit of a “Chinese communist conspiracy” and its pseudo-leftist “Chinese privilege” corollary appear so enticing to both Singapore’s cultural elite and its ruling party. Moreover, their naked antipathy toward China is undergirded by Singapore’s deep economic and geopolitical ties to the United States. It would not be an exaggeration to say that, like South Korea and Japan, the U.S.’s client states in East Asia, Singapore’s economic “miracle” has been largely predicated on industrialization via U.S. militarization during the Cold War. After a visit to the United States in 1967, Prime Minister Lee Kuan Yew wrote to Lyndon B. Johnson, expressing his “unequivocal” support of the Vietnam War. Lee argued, as historian Daniel Chua recounts, that

The United States, by holding the line in Vietnam, was buying time for the rest of Southeast Asia to develop stable economies and governments. The American military involvement in Vietnam[, Lee believed,] helped in maintaining political stability of the non-communist regimes in Southeast Asia and also provided them with the years that were necessary to build their economies. (5)

More than providing Southeast Asian nations like Singapore “with the years that were necessary to build their economies,” the U.S. invasion of Vietnam directly contributed to the economic growth of its neo-colonies in Asia, including Singapore. Just as the U.S. war in Vietnam was critical to “South Korea’s compressed development under military dictator Park Chung-hee,” as Christine Hong has written, so too was it instrumental in developing Singapore’s post-independence economy. This developmental trajectory allowed the U.S. to continue where the British had left off: in 1967, the same year the British formally withdrew its bases from Singapore, “a full 15 percent of Singapore’s national income derived from U.S. military procurements for Vietnam.” Prior to the U.S. entrance into Singapore, British bases on the island had contributed $200 million per year to the Singaporean economy, amounting to 20 percent of Singapore’s then-national income. As the U.S. replaced the British as the guest power in Singapore and escalated its invasion of Vietnam, U.S. private investment in Singapore increased at exponential rates, growing at a rate of $100 million a year by 1971.

In 1990, following the Philippine Senate’s closure of the U.S. and military bases in Clark and Subic Bay, Singapore stepped up to the bat as the U.S. military’s newest and most steadfast dependency south of Seoul. Through a series of “memorandums of understanding” (MOUs), Singapore not only opened its Paya Lebar air base and the port of Sembawang to U.S. forces, but in 1998, built a state of the art naval base in Changi for express shared usage with the U.S. Navy. As a 2016 Brookings Institute white paper acknowledges, Changi Naval Base “is currently the only naval facility in Southeast Asia purpose-built to accommodate an aircraft carrier and was constructed (entirely at Singapore’s cost), despite Singapore having no aircraft carrier of its own.”

In 2020, as the U.S. entertained regime change ambitions in Bolivia, tightened sanctions against Venezuela, Iran, and the DPRK, and waged a hybrid war against China, Singaporean Prime Minister Lee Hsien Loong wrote, in a feature article for Foreign Affairs, “Asian countries see the United States as a resident power that has vital interest in the region…. What made Asia’s stability and prosperity possible was the United States.” In other words, Singapore’s supposedly “exceptional” economic achievements, when held under the magnifying glass of historical analysis, reveal a profound entrenchment in the U.S. orbit, as a client state whose imperialist geopolitical, political, and economic orientations were meticulously cultivated during the Cold War. Insofar as Singapore holds the title of being one of the most prosperous nations in the world, its national “privilege” has been built off its role as launch pad for U.S. aggression on Vietnam, Korea, China, and most recently, Afghanistan.

In the face of what can only be understood as blatant, aggressive, and ongoing U.S. imperialization of both Singapore and the Southeast Asian region, both the Singaporean state and its comprador class prefer to harp on a supposed “Chinese communist conspiracy” instead of facing the hegemon literally crouching in their own backyard. Of course, scapegoating China has its perks as well: for the Singaporean state, fervent anticommunism and blithe disdain of China has won it the right to become a vassal state of the U.S. empire; for the Singaporean comprador class, armed with degrees from the imperial core and a taste for “speaking for Global South Asians,” the work of obfuscating U.S. imperialism offers a surefire way to propel oneself to political authority as a model minority in the Global North.

By delocalizing and decontextualizing a U.S.-based identitarian politics of race, discourses of “Chinese privilege” assiduously delink race from its material conditions, and ethnic formation in Singapore from the complex geopolitical and colonial history of the region. In short, “Chinese privilege” performs a crude racial reductionism that, in its easy recourse to analogy, propels what literary historian Jodi Melamed calls a “race-liberal order” that “fatally limit[s] the possibility of overcoming racism to the mechanisms of U.S.-led global [imperialist] capitalism, even as they have enabled new kinds of normalizing and rationalizing violences.” The comprador class stands most to gain from the discourse of “Chinese privilege,” which, as sociologists Daniel P.S. Goh and Terrence Chong remind us, allows them to partake in a “pleasurable act of Foucauldian confession…to reinforce their feelings of goodness and purity” while cementing their position as intellectual and moral gatekeepers in Singapore’s neocolonial production of knowledge.

Without regard to the historic, geographic, and political dissonances implied within the term “Chinese,” theories of Chinese privilege disavow both the material conditions of British colonialism and contemporary U.S. imperialism which have shaped Singapore’s present, while insisting that Singapore, and postcolonial Asia at-large, appear a historical vacuum through which appears a new regime of racial domination by the ambiguously perilous, yet ever-present “Chinese.”

The race reductionism of “Chinese privilege” is dangerous not only for essentializing, de-historicizing, and dematerializing the workings of race in Asia. In this political moment—as the military encirclement of China sees its domestic parallel in anti-Asian violence in the West—uncritical deployments of “Chinese privilege” are dangerous precisely because they fit snugly into a propagandized Cold War redux which paints China as duplicitous, conniving, and invasive. Contributing to U.S. efforts of informational warfare, the depoliticized and ahistorical fallacy of “Chinese supremacy”—sold, largely, to North American and Singaporean audiences—appropriates the specificity of white supremacy while bolstering the long history of neocolonial Singaporean anticommunism. Ultimately, it seeks to naturalize U.S. hegemony as a benevolent force in the face of impending Chinese “invasion,” manufacturing consent for the further militarization of Asia while obscuring the structuring force of U.S. imperialism in Singapore, Asia, and beyond to the detriment of true anti-imperial struggle.

Notes:

1. Political prisoners, including Said Zahari, Lim Chin Siong, Lim Chin Joo, Poh Soo Kai, and Tan Jing Quee, have written about their time in captivity, noting both Lee’s strategic collaboration with the British colonial government and his role in engineering anticommunist persecution throughout the 1950s and 60s. In particular, they unanimously agree, Lee was frightened by the popular support of Lim Chin Siong, leader of the Barisan Socialis, who was projected to win the first election prior to his arrest by Lee in Operation Coldstore. In a posthumously-published excerpt from his memoir, Lim Chin Siong was explicit about Lee’s political motives:

Lee Kuan Yew soon became worried about the left-wing within the party because it enjoyed tremendous grassroots support. He was fearful of being replaced or overtaken. In his calculations, the most ideal constitutional arrangement was to let the British continue to provide a safety net for him and to give him time to build up his own base. He would play the role of a moderate while the British could wield the big stick. On this score, Lee Kuan Yew and the British were hand-in-glove in that ‘the British must keep the final say in order to block the communists out.’ (316)

The Audacity of Privilege

By Syard Evans

The existence of privilege in our society is a prominent, stifling reality that hinders our very humanity.  Yet privilege, in and of itself, is certainly an obstacle that we could collectively overcome.  The reality of privilege, the reality that certain characteristics of who I am will inevitably prevent me from experiencing hardships that others will encounter, can be acknowledged and disempowered, if not even relinquished, by knowledgeable, conscientious members of a privileged sect.  In doing so, the privileged member does not relinquish identity and worth but, rather, the oppressive power which holds others at an unfair disadvantage.   The audacity of privilege, however, continues to suffocate the decency and humanity out of our collective existence.  The boldness and entitlement that accompany most privileged experiences are the poisons that have our social fabric tattered and torn and manifest as outright prejudice and discrimination.   

Growing up in an all-white, low-socioeconomic, rural community, my childhood memories are peppered with one racist, bigoted experience after another.  Literally, some of my first memories are of the adults in my life telling offensive jokes about groups of people they plainly had no direct interaction with or knowledge of.  To be more accurate, some of my first memories are of the terrible feelings I had in response to these awful “jokes.”  At the time, I had no information or context to help me understand why the horrible things people said made me feel the way they did, but as a very young child, I had significant emotional reactions to this hatefulness.  As I grew and continued to have these experiences, I often attempted to communicate the concerns I had when this type of vitriol was disgorged.  At as young of an age as 6 or 7, I can remember saying to an adult who had just said, “We’re crammed in here like n*ggers on food stamp day” in reference to having several people riding in a pickup truck, that “I don’t know what that means, but it doesn’t sound nice.”  The concern I raised was first met with a flippant explanation of how the hateful stereotype was essentially true, a sick “enlightening” for me regarding the living strategies of black Americans.  When I questioned further with, “How do you know that?” I was chastised and ridiculed for not understanding how making such a statement was very much justified. 

While privilege has been an ever-present part of my life and afforded me significant gains, many that I never even realized, these were my first personal encounters with the audacity of privilege - the fierce and reactive response directed at any voice of reason and fairness.  This response is reflexive and intended to protect the existing status benefits.  The castigation that I received from the adults in my life, in response to my questioning why they would say such hateful things, was intense and only continued to gain in ferociousness as I developed more sophisticated methods of communicating my disapproval.  To adults, I became a silly, naïve little girl who wasn’t smart enough to understand how the world really was and accept, without question, the facts which they knew to be true.  One such fact I remember being “taught” was that black people smelled differently than white people.  To my peers, the difficulty I had accepting the nastiness of the racist, privileged mindset was simply summarized as me being a “n*gger lover.”

As I reminisce on these “lessons” in my development, I find two points to be particularly poignant.  First, in considering all of the lectures and tongue-lashings that I endured as a child to convince me of the superiority of white people, I can’t help but conclude that many people would/will/do give up battling such a persistent system and concede that the voice of the surrounding chorus must be true.  In short, they accept their right to the privilege they have and commit to defending it, even when it makes no sense to them.  Secondly, and more profoundly, in addition to harming those who are without privilege, privilege is extremely damaging to those who possess it.  It was in an attempt to retain the comfort and privilege of the all-white world that they lived in that many people from my childhood gave up opportunities beyond that world and waived the pursuit of growth and betterment.  Remaining in the comfort of the majority was worth giving up whatever else the world might hold.  People often claimed that the “simple” life of their childhood appealed to them, and maybe that’s true, but I’m certain the privileged life had just as much of an attraction, if not more.

Recently I had the opportunity to visit with a cousin of mine who works for a college preparatory program that supports students from low-income families whose parents have not finished college.  I always enjoy our conversations as we discuss the challenges facing young people in our society, how we each go about battling these challenges in our daily work, and the successful moments that reinforce to us that the effort we put in is worth it.  In our most recent conversation, my cousin spoke at length about her concern regarding the lack of white male students in the college preparatory and college environment.  As a black female, many might not expect her to spend her time considering recruitment strategies to reach white males in her area, but as someone who is not only great at her job but extremely committed to it, I was in no way surprised to learn that she was always working to promote an accurate representation of her community in her program.  She relayed that white males have become non-existent in her preparatory program and decreasing in number overall on the small college campus on which she works, despite remaining a significant majority in the community’s population.  I reflected on the institutions of higher education that I interact with and anecdotally noted observing a similar pattern. 

As we discussed, we came to the surmise that the issue isn’t as much a lack of white males in the college environment but rather the declining completion rates of white male college students.  My cousin noted a number of times in our conversation that many white males struggled with the diversity of the college campus.  They often do not know how to interact with, be taught by, and accept guidance from women and people of color.  They feel alienated in the classroom, as if they don’t belong, and often abandon the process as a result of their discomfort.  The privilege that has traditionally held them securely in the position of power and authority is now stifling their growth and development. 

Let me be very clear, my point here is not that we need to implement interventions to “save the white men.”  Instead, I think it’s valuable to understand the destructive effect of privilege on those who cling to it when considering the lengths that the privileged will go to remain privileged.  This is the audacity of privilege.  Often we error when addressing privilege by taking a soft, passive approach to it.  We implement diversity trainings and ask privileged individuals to admit to the privilege they have.  While these sessions may create a warm, fuzzy feeling for those involved and serve to alleviate guilt experienced by individuals with privilege, admitting privilege alone is not effective in creating change.  Saying “I’m privileged” and continuing to actively, knowingly benefit from privilege only continues to perpetuate privilege and discrimination.  Combating privilege requires action.  It requires the active, public refusal of privilege by those who are given it, and even small acts can change the thought process of those who have never challenged their own privilege or who once challenged it unsuccessfully and thus accepted their privileged role.

Several years ago, I was traveling across state to a meeting for work, which required me to leave early in the morning to make the 3-hour journey.  Less than an hour into my voyage, I was having trouble keeping my eyes open; so I stopped at a gas station in a sleepy little town to get some coffee.  When I entered the store, there were only 2 other people present - the cashier, who was a young white woman, and one customer, who was a young black man.  I paid little attention to either of them and headed straight for the coffee.  After fumbling around with my cup and searching for a proper lid, I made my way to the counter to pay.  At the counter, I found the other customer waiting as the cashier frantically searched for something.  It took me a minute to realize what she was looking for, but I eventually was able to process the scene.  The other customer had paid for his items, a Red Bull and a pack of gum, with a $20, and the cashier was in an almost panicked pursuit of that special marker used to check for counterfeit bills.  It quickly became apparent, based on the difficulty she was having finding the special, crime-fighting marker, that she didn’t use the damn thing regularly and that she felt absolutely certain that she must use it on the bill that this young man had given her.

Eventually, the cashier was able to locate the marker, check the bill, and finally proceed with the transaction with a visible sense of relief.  She returned the man’s change to him, and he stepped to the side to place his change in his wallet so that I could pay for the coffee that I obviously needed.  As I handed the cashier my $20 bill, she punched cash register keys without the slightest thought, grabbed the bill, and stuffed it in the register. 

“Wait!,” I said, now being fully awake and alert. 

Startled, she looked at me with a very confused look on her face. 

“Don’t you need to check that bill?,” I said. 

With a semi-wink and a smile that let me know checking bills wasn’t something “we” had to deal with, she tossed her head and said,

“Oh, no. That’s not necessary.” 

“It must be necessary,” I said.  “After all that you just went through to find that pen and check his bill, you all must have had some problems with counterfeit bills.” 

I looked in the direction of the other customer and realized he had stopped putting his money away and was standing watching the exchange.  The cashier stood paralyzed, glaring at me with eyes that exposed her considerations of violence.  She wanted nothing more than for me to shut the hell up and go away without her having to check my bill.  You see, checking my bill made her a part of my refusal of the privilege she had afforded me, and all of her living and social training had instructed her to never do that, because to aid in my refusal of privilege meant she was being forced to refuse some of her own.  I repeated my demand,

“Check my bill.” 

She removed the bill from the drawer and checked it dejectedly.  The other customer returned his wallet to his back pocket, collected his purchased items, and quietly left.  The cashier continued to look at me with a confused and defeated glare.  I took my change, told her to have a great day, and left with the knowledge that she will think about this exchange every time she is handed a $20 bill for a very long time to come.

You see, audacity may be the very thing that makes privilege difficult to combat, but I believe audacity is also the key to disarming and relinquishing privilege and its harmful effects on us all.                                      

Standardization as a Tool of Oppression: How the Education System Controls Thought and Serves as a Gatekeeper to the Ruling Elite

By Kali Ma

The "ruling elite" is a tiny minority roughly comprised of the nation's top 1% income earners who own more wealth than the bottom 95% of the population combined.[1] Those who make up this ruling elite are wealthy, mostly white, individuals. They are overwhelmingly educated at the most prestigious elite institutions and are the leaders in all major fields within society.

In order for this tiny minority to rule over the majority, it needs mechanisms in place to keep the majority from overtaking its power. Our standardized education system serves as a vital gatekeeper to the ruling class and legitimizes their power and authority. Standardization - or the use of pre-determined measures to judge individuals - is essential to controlling thought and promoting a particular ideology to the exclusion of all other perspectives. Ideology in this context means a set of values, beliefs and ideas shared by a group of individuals that reflects their economic, political, and social interests. For an ideology to become dominant, it must be accepted by the majority and serve as a lens through which most individuals view society. The more people interpret the world through a particular perspective, the more power those who benefit from that perspective gain.

Standardization is vital to perpetuating the elite's ideology and serves to: 1) legitimize the rule of those in power; 2) train individuals to obey and defer to authority, as opposed to teaching them critical thinking skills; and 3) exclude competing perspectives and people that threaten the interests of the ruling class. The education system is particularly effective in meeting these objectives because it presents itself as a system of merit where students are rewarded in proportion to their efforts. However, when we examine the education system more closely, it becomes clear that its structure heavily favors affluent individuals and those most likely to further the elite's ideology.


Legitimizing the Ruling Elite - The Myth of Meritocracy

Central to the legitimization of those in power is the myth of meritocracy, which consists of two main assumptions: 1) that individuals succeed in proportion to their abilities, and 2) that those in leadership occupy their positions because they are the most intelligent and talented individuals in society. It also asserts that anyone can attain this elite status if they possess superior abilities and talents.

As a result of these assumptions, meritocracy advances the philosophy that certain individuals are "superior," which legitimizes the rule by the "superior" few over those perceived as "inferior." This separation into "inferiors" and "superiors" takes place in our education system, which constantly ranks students based on standardized criteria. "Inferior" are those who, through inherent or self-created deficiencies, do not meet the "standard" and are, therefore, deemed unqualified or unintelligent. In other words, their voices and perspectives are silenced in favor of those who meet or exceed the standard. Persons deemed "inferior" simply become the subjects of power and thereby outsource their decision-making to a tiny privileged elite.

The most talented and intellectually "superior" individuals usually go on to attend our nation's elite universities. Contrary to the claims of meritocracy, however, students who attend these elite institutions are not necessarily more intelligent or talented, but rather enjoy the advantages of their socio-economic privilege.

Meritocracy Myth Debunked: Elite Schools and the "Intergenerational Reproduction of Privilege"

Elite universities play an essential role in generating new members for the ruling class and legitimizing their governance over the majority. Analyzing the process that produces this ruling elite is key to revealing how an affluent, mostly white, minority still remains in power today.

Instead of public schools, upper-class children attend exclusive private schools, expensive prep or boarding schools, and eventually enroll at our nation's elite universities. Throughout their lives, they are groomed to be society's leaders and are constantly reminded of their "superior destiny." As a result, they are confident about their abilities and view lower classes as subjects to be led, ruled, and guided.

The dichotomy between the upper class and everyone else becomes obvious when we examine elite institutions. According to a study, only 6.5% of Harvard students received federal financial aid in the form of Pell Grants, which are generally given to students in the bottom half of the income distribution. [2] This means that only about 6.5% of students from the bottom half of the income bracket were enrolled at Harvard during the 2008-2009 school year. Nearly three quarters of all students at elite colleges come from the top income quartile, while only 3 percent come from households in the bottom quartile. [3] The top 25% in terms of income are 25 times more likely to attend a "top tier" college than are those in the bottom 25%.[4]

Most high-achieving, low-income students outside of urban areas do not even apply to selective universities because of geographic and social barriers. [5] Many lack the basic information about "top-tier" institutions while others simply do not know anyone who attended a selective university, and likely, sense that they do not belong in these schools.[6]

Admission into elite universities heavily favors the privileged in several ways, including: preference given to family legacy students, those who can afford to pay full tuition, and students who receive high scores on standardized exams for which tutoring is essentially required and usually quite expensive.[7] "Legacy applicants" who had at least one parent graduate from an elite institution are up to 45% more likely to be admitted to that school.[8] On the other hand, a study revealed that during the admissions process, elite schools awarded zero points to low-income individuals for their socio-economic status, thus failing to acknowledge the obvious economic and social disadvantages those students had to overcome in order to achieve academic success. [9]

Clearly, privileged individuals have significant advantages when it comes to enrollment at our nation's "top tier" institutions. This, however, is not entirely the result of their own efforts as the myth of meritocracy would have us believe, but rather the socio-economic advantages tied to their affluent status. Notably, even members of the elite establishment have admitted that the system favors the wealthy: according to Anthony Carnevale - former Clinton administration appointee and current director of the Georgetown University Center on Education and the Workforce -"The education system is an increasingly powerful mechanism for the intergenerational reproduction of privilege."[10]


Standardization Teaches Unquestioning Obedience

Meritocracy also assumes that all individuals are equally situated and can therefore be properly judged by the same measures. Merit is determined by extensive use of standardized exams that evaluate students' aptitude and rank them based on criteria established by the power structure.

Most schools today do not encourage children to think critically or express themselves in their own way; instead, they teach students how to best restate what they have learned. Individuals who memorize well and are able to repeat certain facts most closely to the expected standard are considered intelligent and reward with good grades and high scores on exams. Creativity, thinking outside the box, raising questions that challenge the status quo, and engaging with the learning material in a lively manner is simply not tolerated. Very rarely are students rewarded for their own critical thinking and creativity. A system that expects students to memorize and copy a pre-determined standard does not teach critical thinking or the sharing of different ideas and perspectives - it teaches obedience.

Proponents of standardized testing claim that the exams have the ability to assess students' abilities and predict future success. Standardization teaches us early on that there is a prevailing, dominant measure by which all people can be legitimately judged. As a result, it effectively promotes only one type of assessment based on the values of the dominant ideology to the exclusion of all other measures and perspectives. In other words, students are taught to believe that only one particular set of skills is valuable and that there is only one type of "intelligence" worth expressing. Standardization is, in effect, an authoritarian mechanism that measures a student's compliance to a set of criteria or answers deemed "correct" by those in authority. There is no independent critical or analytical thinking involved, which is exactly the type of intelligence the ruling elite - who depend on an obedient and unquestioning populace - counts on.

The values the dominant ideology promotes directly and indirectly through standardization are: unquestioning obedience to authority; the importance of such obedience; the belief that only certain skills and types of intelligence are "superior"; and that those in authority are the most qualified to occupy positions of power. These values and beliefs provide great deference to authority and obviously benefit the ruling elite.

Standardized exam performance also has a considerable impact on one's future educational and life opportunities; thus, it is a highly effective mechanism for separating individuals into their respective socio-economic ranks. The fact that standardized exams produce results that disproportionately disenfranchise minorities and lower classes is key to eliminating competition and securing the power of the ruling elite.


Standardized Testing: A Mechanism for Exclusion

Keeping the ranks of power homogeneous is essential to promoting a particular ideology that benefits the ruling class. Different perspectives and "outsiders" are a direct threat unless, of course, they can be assimilated into the system and used to promote its agenda. The mechanisms by which individuals are excluded are mostly covert and appear under the cloak of meritocracy which asserts that the "best and the brightest" naturally succeed.

Exclusion Based on Economic Status, Race, and Ideology

Racial and economic inequalities are ongoing problems that have never been properly addressed. In fact, economic inequality, which disproportionately affects women and minorities, is worse today than it was during the Great Depression.[11] In addition to pure racism, sexism and classism, systemic exclusion of most minorities, women, and the poor also serves to eliminate competing political interests and exclude different perspectives that threaten the interests of the ruling class.

1. Socio-Economic Exclusion

Most universities, including elite institutions, still use standardized testing as an important factor in admissions. Test scores from the SAT show white, wealthy students consistently outperforming minorities and the economically disadvantaged by a wide margin. [12] The results imply that the most intelligent and successful individuals within our society are wealthy whites.

Based on these results we can either believe that: a) the tests are legitimate and that minorities and economically disadvantaged individuals areinherently inferior to white, wealthy students OR, b) that minorities and economically disadvantaged students are not inherently inferior, and that the tests are illegitimate as assessors of intelligence and predictors of future success. If we believe that the tests are legitimate and that students perform poorly because of financial disadvantages, then we must still reject this unfair assessment that disproportionally affects economically disadvantaged students.

According to Edwin Black, author of the War Against the Weak, standardized exams such as the SAT serve as "vehicles for cultural exclusion." [13] Research linking test performance to family income suggests that what these exams really measure are an individual's access to certain resources like test preparation classes, tutoring, and private school education. [14] A study recently found that a student's socio-economic background has a "considerable" impact on his or her secondary educational achievements, particularly in the United States.[15] Standardized testing exploits this disadvantage and efficiently keeps people in their respective socio-economic ranks.

With so much emphasis placed on standardized testing, it is the perfect tool to prevent individuals from rising above their economic statuses in a seemingly legitimate way. Generally speaking, unless a person is well-connected - which often comes with wealth and social status - they are unlikely to do much better economically than their parents.

By continuing to legitimize standardized exams, it seems that we as a society have accepted the belief - consciously or not - that wealthy (mostly white) individuals are inherently superior. Interestingly, the origins of standardized testing are grounded in this exact racist and classist belief.

2. Racial Exclusion

Standardized exams and I.Q. tests emerged in the early 1900s and were extensively promoted by the eugenics movement. [16] The premise of eugenics was that Nordic, upper class whites were inherently superior and more intelligent than other races.[17] In the 1920s, Carl Brigham, a psychologist and figure in the eugenics movement, developed the Scholastic Aptitude Test, or what is now referred to as the SAT.[18] Brigham believed that whites born in America were inherently superior and more intelligent than other races, including southern and eastern European immigrants, whom he deemed equally inferior.[19] Eugenics was widely accepted throughout America's leadership class and heavily financed by influential organizations like the Carnegie Institution and Rockefeller Foundation.[20] Over a period of about 60 years, eugenics led to the forcible sterilization of 60,000 Americans who were deemed "unfit" due to race, social status or other "defective" traits.[21]

Is it a coincidence, then, that privileged white students disproportionately outperform minorities and economically disadvantaged students on an exam created by a man who firmly believed in the superiority of white, upper class individuals? Do we honestly believe that privileged whites are inherently superior to everyone else? And what does it say about the ideology of our ruling elite when some of its most influential members like the Carnegie and Rockefeller families financed an overtly racist and classist movement that led to the forcible sterilization of 60,000 people?

It is no coincidence that standardized testing promotes a certain type of intelligence that happens to benefit white, upper class individuals. The classist and racist implications of standardized testing are evident in their origins and results. By shaping the perception that certain groups are naturally unintelligent, the system dehumanizes whole classes of people and effectively silences their voices. The results provide seemingly legitimate "proof" that minorities and the poor are inherently inferior and that they deserve to occupy a lower rank in society. In truth, however, our education system is a convenient excuse to justify the position of those in power while giving the appearance, through seemingly legitimate means, that this power was attained in a fair and just manner.

3. Ideological Exclusion

Discrimination based on race and class is an intersection of several issues: pure racism and classism as well as the elimination of competing ideologies and political interests that would - at the very least - significantly weaken the dominant ideology. The inclusion of diversity is a direct threat to the homogeneous make-up of the ruling elite, which depends on its ideology to sustain its power. Being part of the ruling elite is not just about wealth, race, and social status: it is just as much - if not more - about sharing particular ideological perspectives that advance the interests of the privileged class as a whole.

For instance, while affirmative action programs have been instrumental in providing educational opportunities for racial minorities, they have mostly helped upper class minority students.[22] The fact that these programs assist mostly privileged students further suggests that the system favors the wealthy. One reason for this is that upper class individuals share similar social and economic interests with those in power and are more likely to advance the dominant ideology because they themselves have benefited from the status quo. As a result, they are less likely to challenge existing conditions in any significant way and are not viewed as a direct threat to the system.

It is important to note that simply placing women, racial minorities, or economically disadvantaged people into positions of power does not guarantee a diversity of ideas or that our system will become any more just. We only need to look at our current leaders in various areas who, despite their minority statuses, dutifully serve the power structure. It is not about who embodies the dominant ideology, but rather what values and beliefs an individual actually represents. That is why standardization of education is such an effective tool - by imposing its own standards and values, the system shuts out all alternative perspectives that do not advance the interests of the ruling class.

"Success" within society most often reflects the extent to which a person obeys or furthers the interests of the power structure. This is true for individuals of all backgrounds and social classes. While some people from modest or minority backgrounds move up to the ranks of the privileged elite, they are few and far between and heavily underrepresented compared to their numbers within the population. Because success depends on obedience to the dominant ideology, there is a strong incentive to disregard one's own viewpoints and assimilate to the system's ideology. Obviously, not all individuals within society have identical perspectives; yet the system, nevertheless, compels most of us to suppress our unique experiences, observations, and impressions in order to prevent us from utilizing those perspectives to meaningfully challenge the status quo.

This repression is a direct consequence of standardization, which rewards obedience to authority and promotes a one-sided perspective to which all people are expected to assimilate. This is why the status quo is incredibly difficult to change: because we are induced and indoctrinated into a mindset that only benefits those in power and severely restricts our self-expression. Any perspectives or ideas that fall outside of the artificial norm are disregarded, and the people who express them often alienated or even punished.

The standardized education system is particularly effective in procuring conformity because it makes "success" dependant on obedience to the dominant ideology that represents the interests of the ruling elite.


Alternatives to Standardization

According to educators who support systemic reform, a student-centered approach to education would produce much more equitable results. [23] A more holistic model for educating students would, for instance: teach children leadership skills and social responsibility, encourage them to cooperate with their peers, challenge students to critically analyze current events, and teach them to construct well-reasoned arguments to defend their ideas.[24] This type of teaching style would actively engage students with each other and foster critical thinking that encourages various viewpoints to enter into awareness. Such lively engagement would undoubtedly reveal talents, strengths, and abilities that standardized tests are designed to disregard.

Eventually, assessment of students would become much more equitable, because each individual would express different skills and talents as opposed to being judged by a fixed, homogeneous standard. There would be no preference for one type of intelligence, which would make standardized testing irrelevant. Without standardization, the system would find it much more difficult to promote its homogeneous ideology, legitimize the rule by a tiny elite, and justify its obvious discrimination against the poor, minorities, and alternative perspectives that challenge its power.

The essential feature of standardization is that it presents information from the perspective of those in power. For instance, corporate textbooks bury important historical facts and recount events from the one-sided point of view of the ruling class - presidents, businessmen, diplomats, and generals - thereby silencing the voices of ordinary people.[25] Recognizing this disparity, the Zinn Education Project offers teaching materials to educators based on Howard Zinn's bestselling book A People's History of the United States[26] The materials introduce students to a more a comprehensive and honest version of history viewed from the perspective of ordinary people. The lesson plans focus on the history of women, working class people, Native Americans, people of color, as well as historical figures who are often mischaracterized or ignored in traditional textbooks.

One teaching strategy promoted by the Zinn Education Project focuses on role-playing during which students imagine themselves as various individuals throughout history and contemplate the circumstances and realities those people faced.[27] This creative technique encourages students to directly engage with traditionally ignored viewpoints and offers an alternative to the homogeneous (and often misleading) version of history promoted by the power structure.

As these few examples illustrate, standardized education is not the only option. There are many practical alternatives that bring education to life and teach students the necessary analytical skills essential to understanding the world and viewing it in a more complex, accurate light.


Current Education System Is About Indoctrination

Conformity to a standard severely limits our possibilities and is a devastating waste of human potential that only benefits those in power. The eugenics roots of standardized testing reveal that these exams are not harmless assessment tools, but rather instruments of oppression.

When we analyze the outcomes our current system has produced, it becomes clear that its goals are not about educating students. The education system: disenfranchises the lower classes and racial minorities; makes academic success dependent on financial resources and obedience to the dominant ideology; imposes the same standards on all individuals, as opposed to cultivating their unique talents and abilities; silences different perspectives and expressions of intelligence; imposes standards that disproportionally benefit the privileged few; and teaches students what to think instead of how to critically analyze their environment.

These poor results are not a coincidence or even a result of widespread incompetence - the system is simply designed to fail. This failure only benefits the ruling elite who continuously remains in power, is never disenfranchised, never too poor to afford education, never "inferior" enough to occupy low-ranking positions in society, and whose perspectives are never excluded or silenced from the mainstream. The actual purpose of our education system is to indoctrinate individuals into the dominant ideology and eliminate perspectives and people that challenge it in any way. This exclusion is reflected in the homogeneous ranks of power, which overwhelmingly include wealthy, mostly white individuals who share similar political, social, and economic interests.

When power is concentrated in the hands of the few, it becomes easy to maneuver and manipulate. Mechanisms such as standardized testing are introduced by those in authority and are, therefore, effortlessly implemented into the system. We rarely, if ever, question the decisions of people in power because we have been taught to obey authority and defer to its "superior" judgment.

This is how a tiny 1% elite is able to rule over the majority without overt tyranny: by controlling thought, and in turn, behavior. The standardized education system is critical to achieving this objective and thus serves as a protector and gatekeeper to those in power.



Notes

[1] Andrew Gavin Marshall, "The Shocking Amount of Wealth and Power Held by 0.001% of the World Population," AlterNet, June 12, 2013, http://www.alternet.org/economy/global-power-elite-exposed

[2] David Leonhardt, "How Elite Colleges Still Aren't Diverse," The New York Times, March 29, 2011, http://economix.blogs.nytimes.com/2011/03/29/how-elite-colleges-still-arent-diverse/?smid=tw-nytimeseconomix&seid=auto

[3] Thomas B. Edsall. "The Reproduction of Privilege", The New York Times, March 12, 2012, http://campaignstops.blogs.nytimes.com/2012/03/12/the-reproduction-of-privilege/

[4] Jerome Karabel, "The New College Try," The New York Times, September 24, 2007, https://www.nytimes.com/2007/09/24/opinion/24karabel.html

[5] Josh Freedman, "Why American Colleges Are Becoming a Force for Inequality," The Atlantic, May 16, 2013, http://www.theatlantic.com/business/archive/2013/05/why-american-colleges-are-becoming-a-force-for-inequality/275923/

[6] Marisa Treviño, Study: Low-income, high-achieving students think prominent universities are out of their league," NBCLatino, March 20, 2013, http://nbclatino.com/2013/03/20/study-low-income-high-achieving-students-think-prominent-universities-are-out-of-their-league/

[7] Kristin Rawls, "4 Ways College Admissions Committees Stack the Deck in Favor of Already Privileged Applicants," AlterNet, November 12, 2012, http://www.alternet.org/education/4-ways-college-admissions-committees-stack-deck-favor-already-privileged-applicants ,

[8] Elyse Ashburn, "Legacy's Advantage May Be Greater Than Was Thought," The Chronicle of Higher Education, January 5, 2011, https://chronicle.com/article/Legacys-Advantage-May-Be/125812/?sid=at&utm_source=at&utm_medium=en

[9] David Leonhardt, "How Elite Colleges Still Aren't Diverse," The New York Times, March 29, 2011, http://economix.blogs.nytimes.com/2011/03/29/how-elite-colleges-still-arent-diverse/?smid=tw-nytimeseconomix&seid=auto ,

[10] Thomas B. Edsall, "The Reproduction of Privilege," The New York Times, March 12, 2012, http://campaignstops.blogs.nytimes.com/2012/03/12/the-reproduction-of-privilege/

[11] Annie Lowrey, "Income Inequality May Take Toll on Growth," The New York Times, October 18, 2012, https://www.nytimes.com/2012/10/17/business/economy/income-inequality-may-take-toll-on-growth.html?_r=0

[12] Scott Jaschik, "New Evidence of Racial Bias on SAT," Inside Higher Ed, June 21, 2010, http://www.insidehighered.com/news/2010/06/21/sat

[13] Edwin Black, War Against the Weak: Eugenics and America's Campaign to Create a Master Race, (New York: Four Walls Eight Windows 2003), p. 85

[14] Sean F. Reardon, "No Rich Child Left Behind,The New York Times, April 27, 2013, http://opinionator.blogs.nytimes.com/2013/04/27/no-rich-child-left-behind/

[15] Organization for Economic Co-Operation and Development, Economic Policy Reports: Going for Growth (2010), p. 187 http://www.oecd.org/tax/public-finance/chapter%205%20gfg%202010.pdf see also Dan Froomkin, "Social Immobility: Climbing the Economic Ladder is Harder In The U.S. Than In Most European Countries," September 21, 2010, http://www.huffingtonpost.com/2010/03/17/social-immobility-climbin_n_501788.html

[16] Black, 78-83

[17] Black, xv

[18] Black, 78-83

[19] Black, 78-83

[20] Black, 40, 93-99

[21] Black, xv

[22] Richard D. Kahlenberg, "Why not an income-based affirmative action?" The Washington Post, November 8, 2012, http://articles.washingtonpost.com/2012-11-08/opinions/35503696_1_racial-preferences-race-neutral-methods-grutter

[23] Jesse Hagopian, "'Occupy Education' Debates the Gates Foundation (and Wins)," March 13, 2012, https://www.commondreams.org/view/2012/03/13-4

[24] Jesse Hagopian, "'Occupy Education' Debates the Gates Foundation (and Wins)," March 13, 2012, https://www.commondreams.org/view/2012/03/13-4

[25] Teaching A People's History: Zinn Education Project, "About the Zinn Education Project," https://www.zinnedproject.org/about/, Accessed June 18, 2013

[26] Teaching A People's History: Zinn Education Project, "About the Zinn Education Project," https://www.zinnedproject.org/about/, Accessed June 18, 2013

[27] Bill Bigelow, "A People's History, A People's Pedagogy," Zinn Education Project, https://www.zinnedproject.org/about/a-peoples-history-a-peoples-pedagogy/, Accessed June 18, 2013