Rushdie Advocates for British Empire Curriculum in Schools
Nobody teaches it – Salman Rushdie has issued a compelling call for the history of the British Empire to become a standard component of school education across Britain. The renowned author emphasized that without proper historical instruction, citizens fail to grasp the true significance of their nation’s past. Speaking at a recent ceremony, he articulated a fundamental concern: “If you don’t teach your history, nobody understands what it means.”
A Personal Revelation
The 79-year-old Indian-born British writer shared his observations during the 25th anniversary celebration hosted by Liberatum, a cultural diplomacy organization that recognized him as a literary champion of freedom of expression on Wednesday, July 8. During a question-and-answer session, Rushdie discussed his acclaimed novel Midnight’s Children, which won the Booker Prize in 1981 and chronicles India’s journey toward independence from colonial rule.
What emerged as particularly striking was his revelation that both of his sons had received education at “very good schools” in England, yet neither had been taught about the British Empire. This personal experience prompted his public statement: “Nobody teaches it and if you don’t teach your history, nobody understands what it means.”
Understanding Modern Britain Through History
Rushdie connected historical awareness to contemporary social understanding. He posed a question that many might recognize from daily life: “Why are all these people with brown skin walking around this country?” He referenced an essay written by a friend that offered a powerful answer: “we are here, because you were there.” According to Rushdie, comprehending this relationship requires knowledge of Britain’s colonial past and the actions taken during that era.
When the British arrived in India it was one of the wealthiest countries in the world; it was fantastically affluent. When the British left India, it was one of the poorest country’s in the world. What happened to the money? Ask yourselves. What it did was build the power and wealth from this country.
The Satanic Verses Controversy Revisited
During the same event, Rushdie reflected on the reception of his 1988 novel The Satanic Verses, describing the experience as “very painful.” The work, which presented a fictionalized narrative of the Islamic prophet Muhammad’s life, faced criticism from certain segments of the Muslim community who viewed it as blasphemous. The controversy culminated in 1989 when Iran’s Supreme Leader, Ruhollah Khomeini, issued a fatwa—an Islamic execution order—directed at both Rushdie and his publishers.
The author’s connection to the controversy extended beyond the fatwa. In 2022, he was repeatedly stabbed while attending a lecture about his literary work. The attack resulted in six weeks of hospitalization, permanent loss of sight in his right eye, and impaired mobility in one hand.
Rushdie offered a different perspective on how The Satanic Verses was perceived. “It got thought of as a novel about religion,” he explained. “It’s not really a novel about a religion at all. It’s a novel about my great city.” He described a street within the narrative that served as a fictionalized version of Brick Lane, noting the horror he felt when residents of that area marched against the book. “And it continues to be, because of course, none of them had read it. Something they have in common with the Ayatollah Khomeini.”
It used to annoy me that people who were judging the book hadn’t read it but if you look at the history of the persecution of books, it’s very often the case the persecutors have not read the book.
Recognition and Legacy
The Liberatum Cultural Honour event brought together numerous distinguished voices who paid tribute to Rushdie’s contributions. Among them was Geordie Greig, the editor in chief of The Independent, who offered eloquent praise for the author. “He spans generations. He’s also of every generation,” Greig observed. “He is the timeless storyteller of our times.”
Rushdie’s advocacy for teaching British Empire history represents more than personal reflection—it speaks to a broader need for historical literacy in understanding contemporary Britain. His observations about wealth transfer, migration patterns, and the importance of reading before judging continue to resonate in discussions about education, colonial legacy, and cultural understanding.
