Here's how Stanford's course catalog describes "Decolonization and Decoloniality: Theory, Praxis, and Pedagogy," taught in Spring 2024 (ARTHIST 460, FILMEDIA 460, TAPS 460):
This seminar mobilizes multiple approaches and orientations from anti-colonial, postcolonial, and decolonial traditions to study discourses of race, caste, indigeneity, gender, and sexuality across a variety of regional and cultural contexts... we will begin to explore decolonial praxis through somatic workshops (including basket-weaving and dance) and through radical pedagogy and critical university studies frameworks.
Neither description begins to describe what a waste of time this course, whose credits count toward a Stanford PhD, actually was.
The instructor, Usha Iyer, and one of her graduate students, Sophie D'Souza, co-authored a chapter in the academic volume Decolonial Entanglements: Praxis, Pedagogy, and Social Theory that proudly lays out what the Spring 2024 seminar actually involved. That spring happened to coincide with Stanford's anti-Israel encampment, and the syllabus changed accordingly. Iyer describes it herself as a "living syllabus," rewritten week to week to track the protest movement outside the seminar room.Before long the seminar wasn't meeting in a seminar room at all; the class relocated to the encampment itself, a decision the chapter describes as taking "two weeks strenuously building consensus" — with no indication any student who objected had anywhere else to go.
What did Stanford PhD students do in a graduate seminar, for credit, in place of the coursework the catalog described? Among other things, they:
- Lay on the floor of the classroom in a "die-in" while the names of Gazan families were read aloud, a substitute the chapter explicitly frames as an alternative to close reading
- Took markers to a published scholarly monograph, blacking out most of its words to produce "found poems" from what remained
- Wove baskets with a visiting weaver, framed as resistance to a classroom that demands students "be still, quiet, and resolutely cerebral"
- Danced, in a workshop built around an Audre Lorde essay
- Cooked and shared communal meals as part of the course's "social life"
- Watched a film by a Gazan filmmaker described in the chapter as having been "martyred"
- Wrote weekly posts, in whatever language they chose, processing course material
Iyer writes that she and her students discarded the distinction between professor and pupil, embracing Paulo Freire's model of "teacher-students" and "student-teachers" learning together as equals. It's a nice sentiment for someone who alone decided the syllabus would abandon close reading for die-ins, who alone decided basket-weaving counted as scholarship, and who alone relocated the entire course to a political encampment. Equality between teacher and student apparently stops at the point where the teacher has to give up authorship of (and salary for) the course.
The seminar also had a host of unstated assumptions students were expected to accept before a single reading began — all while the same students, per the chapter, prized their classroom as a space to speak freely against "liberal academic panic over freedom of speech." Among the premises never up for discussion: that Israel is committing genocide; that Israel is best understood as a "Zionist entity" rather than a state; that the university itself is a colonial institution requiring "decolonization" rather than reform; that all Western scholarly traditions are instruments of "epistemic violence" simply by virtue of being Western; and that academic neutrality is itself a form of complicity rather than a professional norm worth defending.
A seminar that begins by requiring agreement on its conclusions isn't teaching theory. It's issuing a catechism.
This wasn't a one-off. It's a credentialed, credit-bearing course at one of the most selective universities in the country, cross-listed across three departments, now enshrined in an academic press book as a model for other instructors to follow.
The chapter title is "4Decolonial Pedagogy and Praxis in a Time of Live-Streamed Genocide." Perhaps there is no space between the chapter number and the chapter title because that space represents the patriarchy, but I cannot be sure.
I don't need to argue that the academy has become a parody of what higher education is supposed to be. Usha Iyer already made that argument for me, in her own words, in a book chapter she was proud enough of to publish.
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