Higher Education Reform

Anti-Intellectualism and the Rise of the British Right

August 23, 2017 5460

The recent events in Charlottesville, Virginia, have provoked a strong response in the United Kingdom. The killing of Heather Heyer and the violence that ensued at a white supremacist rally in Charlottesville, Virginia, were condemned by the British press and politicians across the political mainstream. Commentators are casting worried looks at the rise of far-right and fascist political movements in the U.S. (1, 2) and the Britain’s slide to the political right (1, 2). Neo-nazis, neo-fascists and the alt-right, the argument goes, feel empowered by Brexit and Donald Trump’s approach to government, while, in Britain, the consequences of never-ending austerity fuel social, cultural and political tensions.

Largely missing from this debate is sustained engagement with the consequences of the shifts that are currently underway in education. Much has been written about the problem of fake news in response to both Donald Trump’s election victory on the back of a string of lies and a pro-Brexit campaign whose relationship with empirical reality was tenuous at best. However, Britain’s commentariat and its political class have so far had next to nothing to say about the ways in which fact-free, emotion driven political life is facilitated by what is happening in schools and universities.

Nehring Corporate bugOn the one hand, there is the conversion of students from learners into consumers through a string of government interventions across the past two decades. If politicians, newspapers, schools and universities keep telling young people that getting an education is tantamount to buying a qualification for the sake of doing well in paid employment, then it is unsurprising if the development of non-employment relevant knowledge and analytical skills fall by the wayside. The hardly-discussed finding that large parts of the British public held grossly incorrect assumptions about Britain’s relationship with the European Union in the run-up to last year’s referendum is a case in point.

On the other hand, there is the attempt to convert lecturers and teachers into purveyors of standardized skills, in ways that their managers can control, measure and assess (1, 2). Controversial and open-ended intellectual dialogue are crucial to education, and they are integral to a society that expects its citizens to participate in the democratic process in an informed way. The marketization, standardisation and metricization of education are inimical to this kind of dialogue.

To understand these trends, it is important to look to the center of British public life, rather than to its extremes. Anti-intellectualism thrives in Britain’s schools and universities because it thrives in public life at large. Consider, for instance, a recent opinion piece by Simon Jenkins in The Guardian. Jenkins’s standing as a journalist is beyond question, and he can hardly be accused of holding extreme views. His public interventions are as ‘establishment’ as can be. Thus, writing on the problem of poverty, Jenkins argues:

“Men from poor families are more likely to be single. So says the august Institute for Fiscal Studies. This follows studies “showing” that poor people are getting poorer and rich richer, that poor young people are getting poorer than their parents, and than old people. Poor people die younger. They get divorced more often. They do worse at school. They eat worse food. So do their children.

What should we make of the annual silly season of press releases from usually leftwing thinktanks telling us the blindingly obvious, that poor people are worse off than rich? Marx was right when he spoke about “philosophers”. The point is not constantly to interpret the world; “the point is to change it”. Here statisticians retreat and protest that this is not their job.”

The piece in which these paragraphs were published is sub-titled “Endless leftwing research into Britain’s growing gap between rich and poor is a waste of time. We need to set aside partisan politics and act,“ by the way. All this is noteworthy in several ways. First, there is the repeated association of the scholarly analysis of social problems with left-wing politics, with left-wing politics being subject to Jenkins’s obvious disdain. Second, there is Jenkins’s appeal to common sense – the origins and consequences of poverty are so obvious that writing about them and discussing them in public amounts to “silly season.” Instead, let’s just use common sense to fix the problem. Thus, Jenkins excuses the whole political spectrum past the left from the burden of having to be intellectual and posits an interesting ‘action man model’ to fixing Britain’s longstanding struggles with class difference, socio-economic inequality and poverty. Constructing this action man model, Jenkins’s argument is held together by notably emotive language – “blindingly obvious,” “silly season,” etc. -, while detailed proposals to a thorny social issue are notably absent.

This opinion piece is just one example of a much broader anti-intellectual current in British public life. To combat the rise of the right, it will be important to debate and challenge this anti-intellectualism and its consequences for public education.


My career so far has taken me to a fairly wide range of places, and this has allowed me to experience a wide range of approaches to sociology and social science. In my blog, I reflect on this diversity and its implications for the future of the discipline. Over the last few years, I have also become interested in exploring the contours of academic life under neoliberal hegemony. Far-reaching transformations are taking place at universities around the world, in terms of organisational structures, patterns of authority, and forms of intellectual activity. With my posts, I hope to draw attention to some of these transformations.

View all posts by Daniel Nehring

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Jennifer Akdemir

British anti-intellectualism stems, I believe, from Edmund Burke’s adoption of “common sense” as an alternative to intellectual questioning, in the light of the revolutions which occurred in mainland Europe ….. the status quo had to be protected from dangerous (and downwardly distributive) “ideas” and putting about the argument that good sound common sense works much better helped to achieve this. As a defence of privilege for the ruling class and a justification of ignorance for the rest it has functioned very well. Under the British class system, education is still seen as something “posh” (i.e. upper and upper middle class)… Read more »

Last edited 2 years ago by Jennifer Akdemir
John Devonshire

“Jenkins’s standing as a journalist is beyond question.”

Given the level of the British media in general, this is not saying very much.