Sunday, July 12, 2020

Bias and Nostalgia in Hergé’s Tintin

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Anant Jani

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Bias and Nostalgia in Hergé’s Tintin

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Global Views 360

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July 12, 2020

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A collection of Tintin Comics

A collection of Tintin Comics | Source: Mills Baker via Flickr

Some of my fondest memories involve sitting under the guava or the European gumtree, perched on the wall of our garden as the sunlight dappled on an old copy of a Tintin comic. For some years, at least, before the gumtree was cut down, the leaves bore witness to me following the globe-trotting adventures of the Belgian reporter, replete with hilariously-named companions and witty play of words. My nostalgia is as much for the inked characters and words on the paper, as for the musty smell of the oft-thumbed and yellowed pages of the comic, and the permanently romanticized view of the sunny garden. The comics have left a palpable imprint on my sense of humour and love of a certain kind of literature. And perhaps it is this imprint, along with my pleasant nostalgia, that makes it a struggling task to accept Hergé’s racism through his Tintin comics.

Hergé’s (or Georges Prosper Remi’s) writings were, undeniably, a product of their times. His first two series in the Adventures of Tintin comics, Tintin in the land of the Soviets (1929) and Tintin in Congo (1931), have famously been the subject of much debate, since the late 1900s. In Soviets, Hergé offers a crude critique against Marxism – meant to inculcate anti- Soviet sentiments in the European youth at the time, by portraying the Bolsheviks as inherently evil without a full comprehension of how they rose to power or what their political views were.

In Congo, African tribes and leaders are portrayed as either infantile, or in need of saving, to the extent that Tintin becomes the embodiment of fairness for young Africans, even having a temple made after him. Congo itself was a colony of Belgium from 1908 to 1960, one of the two colonies that Belgium governed, and the comics grossly ignore the labour politics of the Congolese and their efforts in both the World Wars. It was not until after the decolonisation of Africa that European perception of ex-African colonies changed.

Much of the modern debate surrounding the banning of select Tintin comics is centred around the depicitons of big-game hunting in Congo and the anti-Semitism in the The Shooting Star. Besides the uncomfortable portrayals of the Congolese, a few panels in the 1931 edition of Congo depicted Tintin drilling a hole into a live Rhinoceros, filled with dynamite, and blown up. In the 1946 edition, this scene was replaced, with Herge apologizing for what he recognized as “youthful transgressions''. In the Shooting Star, the villainous financer was renamed, from the Jewish Blumstein to the innocuous Bohlwinkel.

Hergé’s subsequent works became politically neutral, written after the German occupation of Belgium and the German takeover of Le Vingtième Siècle, the conservative Catholic newspaper he wrote for. While the white-saviour narrative continued with Tintin leading as the embodiment of Europe that “natives” had to follow, the later works are much less politically biased.

However, he prefaced Tintin in America with a critique against the racism in the United States, alongside his anti-imperial stance in The Blue Lotus. He is also known, famously, for not joining with the far-right extremist forces in German-occupied Belgium at the time, as many of his colleagues had. Michael Farr, a British expert on The Adventures of Tintin series, claimed after a meeting with Hergé that “you couldn’t meet someone more open and less racist”. Others have called him an opportunist, heaving towards the side that was popular. Perhaps this was indeed the case, or equally, perhaps Hergé did change his views, and his writings in Soviet and Congo are merely reflective of the predominant Belgian culture at the time.

At any rate, the question still remains: how do we read, or re-read, Hergé (or many such childhood-favourite authors, like Dr. Seuss)? Shelving the books and forgetting the authors is undoubtedly impossible, and misguided besides. A recognition of the biases, and a plethora of context surrounding these texts must be made available at all times. A celebration of a character or a person must not come at the cost of ignoring their uncomfortable stances.

The depiction of Africa in 20th century comics has been abysmal. A tendency of depicting the 'other' as a 'noble-savage' is a familiar concern to those readers who have spent much of their lives in recently liberated colonies. It is, perhaps, especially imperative for such readers to keep this in mind and not repeat them.

In our Consumerist times, it seems, we sometimes forget to start dialogues on themes that are unfamiliar and maybe even uncomfortable to us. We forget which stories desperately need to be told and which have not seen the light of day under the shadow of popular literature.

This, at least, is what I have strived to do: to maintain a balance between nostalgia and a recognition of biases. My memory of the Tintin comics will remain just as romantic as the idyllic memory I started with in the beginning of this article.

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February 4, 2021 5:07 PM

India’s New Education Policy (NEP) 2020: What it proposes for Schools

On 30th July 2020, the Indian government’s Ministry of Human Resource Development (MHRD) was renamed the Ministry of Education as it announced the new National Education Policy (NEP) 2020.

The National Education Policy is an in-depth framework outlining the future and development of education in India. It’s recommendations guide what the priorities and goals of educational institutions should be in the coming years. The first NEP was passed in 1968; while it gets revised occasionally, a new NEP has only been passed two times since then, in 1986 and now in 2020.

Prime Minister Narendra Modi’s and the government was hailed by RSS-affiliated educational organisations for the NEP as a step to connect the education with the roots of India. They reportedly had quite an influence during the drafting of NEP, even going as far as to say that “60-70 percent” of their demands have been met.

On the other hand, NEP received criticism from the opposition parties like Congress, the Communist Party of India (Marxist), and political figures in West Bengal and Tamil Nadu. The criticism was primarily for bypassing Parliamentary discussion, and its ill-fittedness in the context of the COVID-19 pandemic and the ever-growing digital divide left in its wake in the education sector.

The NEP’s ambitious claims and propositions are divided into two broad categories: school, and higher education.

NEP at School Level

At school level, perhaps the biggest change is the move away from the 10+2 structure to a 5+3+3+4 one, signifying four stages of school education across ages 3-8 years (Foundational), 8-11 years (Preparatory), 11-14 years (Middle) and 14-18 years (Secondary). This new structure claims to be based greatly on the cognitive development of children and prioritising areas of focus through these ages.

The new structure also talks about the Early Childhood Care and Education (ECCE), which aims to include pre-schools and aanganwadis (government sponsored rural child care centres in India) in an effort to impart play and activity focused learning, and train aanganwadi workers to achieve the same.

However, the treatment of the aanganwadi program is already under question from the governance and child right watchdogs and activists . This program is poorly funded and workers are poorly paid which makes the promise of training the workers for implementing the NEP goals seem quite wishful. This means rural students are likely to continue to be many steps behind urban students from the ECCE i.e ‘Foundational’ stage itself.

National Assessment Centre

NEP proposes the establishment of a National Assessment Centre, PARAKH, to set norms and guidelines for evaluations across all school boards. Report-cards are also to be redesigned and include self, teacher and peer assessment. However, the details of what will entail in these, especially peer assessment, are vague and do not take into cognizance the rampant prejudice and bullying experienced by students at the hands of peers as well as teachers on bases of weight, religion, gender, caste, class, sexuality and more. Such discriminatory practices will hurt the students from marginalised communities in both disguised and explicit ways.

The 3 Language Formula

A more controversial change comes with the 3-Language Policy, which essentially asks that “wherever possible,” the regional language or mother tongue of a student be adopted as the medium of instruction “until at least Class 5, but preferably till Class 8 and beyond.”

All schools will teach three languages, of which at least two must be native to India. The draft NEP, in fact, mandated that one of these languages be Hindi; after protests against this ‘Hindi imposition’ such as by the southern state of Tamil Nadu, this provision was removed and it has supposedly been left to the state, school and student to decide which languages would be taught.

The so-called flexibility of the policy comes at the cost of uniformity. Since the colonial era, English education has served as a means of upward social mobility for castes and tribes that had historically been denied education under Brahmanical hegemony, this progress is threatened by making English ‘optional’ in any form.

There are also unaddressed and obvious scenarios of parents who migrate or get transferred to different states, parents who speak another language at home than the regional language, and children who grow up in multilingual homes, all of which are commonplace across India. How likely is it that every student in a classroom speaks the same mother tongue or is from the same region?

Promotion of Sanskrit

The NEP desires that the rich ancient languages of India be brought back to the forefront and be given more focus as languages that can be taken up by students. In this regard it shines a spotlight on Sanskrit, a classical language rooted in Hinduism which was for centuries only accessible to Brahmins and some other upper castes. The pedestal upon which Sanskrit has been placed is being seen as discriminatory towards the large population of India who either do not have historic ties to Sanskrit or were denied access to it.

While the NEP does mention other languages that have had a strong foothold in India for a long time, such as Persian and Prakrit, it notably omits mention of Urdu and seems especially driven to ‘promote’ Sanskrit.

Vocational Education

The NEP points out that a very small portion of the Indian workforce in the age group 19-24 is exposed to vocational education, and therefore recommends that it be integrated in schools and higher education in a phased manner over the next 10 years.

A focus on vocational education starting from ages as young as 14 is also questionable, since non-formal education, often valued less than degrees, might hinder the education of poor children. This may contribute to deepening the class divide in India since receiving Undergraduate or Postgraduate degrees often guarantees poverty alleviation for such students.

Additionally, vocational education will likely form a vicious cycle with the entrenched caste system in India, reinforcing each other and the inequalities therin.

It has been repeatedly asserted by experts, citizens and politicians alike that the NEP caters more to the corporate interests over the needs of underprivileged students, and has brought much uncertainty around the question of language.

It becomes vague at key points, falling back on the argument that it is only a ‘guiding document,’ which only makes its stances seem weaker, in both theory and practice.

Whether the NEP as a whole manages to turn the tide of education in favour of those who need it the most, and is able to mobilise it as a tool for progress, presently seems more fantastical than plausible.

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