Sanjay Seth – författare

Over the last four decades, Dipesh Chakrabarty’s astonishingly wide-ranging scholarship has elaborated a range of important issues, especially those of modernity, identity, and politics – in dialogue with postcolonial theory and critical historiography – on global and planetary scales. All of this makes Chakrabarty among the most significant (and most cited) scholars working in the humanities and social sciences today. The present text comprises substantive yet short, academic yet accessible essays that are crafted in conversation with the critical questions raised by Chakrabarty’s writings.

Now, Chakrabarty holds the singular distinction of making key contributions to some of the most salient shifts in understandings of the Global South that have come about in wake of subaltern studies and postcolonial perspectives, critiques of Eurocentrism together with elaborations of public pasts, and articulations of climatic histories alongside problems of the Anthropocene. Rather than exegeses and commentaries, these original, commissioned, pieces – written by a stellar cast of contributors from four continents – imaginatively engage Chakrabarty’s insights and arguments, in order to incisively explore important issues of the politics of knowledge in contemporary worlds.

This book will be of interest to scholars and graduate students interested in a wide variety of interdisciplinary issues across the humanities and social sciences, especially the interplay between postcolonial perspectives and subaltern studies, between man-made climate change and the human sciences, between history and theory, and between modernity and globalization.

Over the last four decades, Dipesh Chakrabarty’s astonishingly wide-ranging scholarship has elaborated a range of important issues, especially those of modernity, identity, and politics – in dialogue with postcolonial theory and critical historiography – on global and planetary scales. All of this makes Chakrabarty among the most significant (and most cited) scholars working in the humanities and social sciences today. The present text comprises substantive yet short, academic yet accessible essays that are crafted in conversation with the critical questions raised by Chakrabarty’s writings.

Now, Chakrabarty holds the singular distinction of making key contributions to some of the most salient shifts in understandings of the Global South that have come about in wake of subaltern studies and postcolonial perspectives, critiques of Eurocentrism together with elaborations of public pasts, and articulations of climatic histories alongside problems of the Anthropocene. Rather than exegeses and commentaries, these original, commissioned, pieces – written by a stellar cast of contributors from four continents – imaginatively engage Chakrabarty’s insights and arguments, in order to incisively explore important issues of the politics of knowledge in contemporary worlds.

This book will be of interest to scholars and graduate students interested in a wide variety of interdisciplinary issues across the humanities and social sciences, especially the interplay between postcolonial perspectives and subaltern studies, between man-made climate change and the human sciences, between history and theory, and between modernity and globalization.

Drawing on history, political science, anthropology, and philosophy, Seth interprets the debates and controversies that came to surround western education. Central among these were concerns that Indian students were acquiring western education by rote memorization—and were therefore not acquiring “true knowledge”—and that western education had plunged Indian students into a moral crisis, leaving them torn between modern, western knowledge and traditional Indian beliefs. Seth argues that these concerns, voiced by the British as well as by nationalists, reflected the anxiety that western education was failing to produce the modern subjects it presupposed. This failure suggested that western knowledge was not the universal epistemology it was thought to be. Turning to the production of collective identities, Seth illuminates the nationalists’ position vis-à-vis western education—which they both sought and criticized—through analyses of discussions about the education of Muslims and women.