AWAY from the culturally-inappropriate language that is used by most politicians on both sides of the divide, there is another element in the ongoing debate which is reflective of incapacity and inferiority complex.

Try to listen attentively to the talks or speeches of most politicians when they attempt to impress by ‘dabbling’ a few phrases in the English language. Even schoolchildren become quizzical or confused and promptly alert us — parents, teachers and peers — about some very common grammatical mistakes, incoherent speech, lack of cultural or political context, or improper usage of famous quotes.

Children ask why our leaders find it necessary to infuse their talk or produce speech that is peppered with outbursts and phrases in the English language. These children then are either ashamed of Pakistan’s leadership or further ask/challenge their parents to provide a rational response to the raging queries in their young minds.

They ask if the leaders had received any education in English, or English literature, enquire about the political leaderships’ educational background and training, and wonder why it was so necessary for them to throw in a few quirky words in English.

One child whose parents belonged to the foreign service and was conversant in English, German and French stated that he had never heard the proud citizens of European countries ever speak in more than one language in their public speeches or discourses.

What ails the Pakistani mindset? Frankly, it is nothing more than the post-colonial impression left behind by our former masters, the British. The Pakistani nation, despite its remarkable struggle for independence, an incredible founding father and ideology, never rose to the ranks of developed countries. On the contrary, it is still struggling to infuse nationhood. Most post-Jinnah political leaders had regional and local stature, and were unable to impress.

Feudalism and political dynasties have ravaged the Pakistani people by stifling education. There have been many times when pictures and videos have featured in the media about schools in rural areas having been transformed into stables, barns, or abattoirs. The GDP expenditure on education was paltry and in the single digits for the most part.

If we study post-colonialism, we can gain awareness of the social, psychological and cultural inferiority enforced by being in a colonised state struggling for ethnic, cultural and political autonomy. Post-colonial theory looks at issues of power, economics, politics, religion and culture and how these elements work in relation to colonial hegemony. Popular belief and local academics have attributed the feudal mindset to the deplorable state of our public education and institutions. Is there something we can do about it?

Faisal Habib
Karachi

Published in Dawn, April 6th, 2022