Retain & Explain Policy

“RETAIN AND EXPLAIN” POLICY OF STATUES VERSUS THE BLM IDEOLOGYBy Pa Modou Faal

The removal of statues following the mass protests of the Black Lives Matter (BLM) movement in 2020 has been countered by a strict law passed by government. The law states that all historic statues, plaques, and other monuments will now require permission to be removed. They are meant to be “retained” and “explained” for future generations. The purpose of the law is aimed at safeguarding the historical monuments at the risk of removal. The concept of BLM through mass protest nationwide, will be used to interpret why statues were toppled during the civil racial and political uprising with specific emphasis on the Edward Colston statue in Bristol, with a view to understanding why the government has come up with the “retain and explain” law. Enactment and implementation of cultural policies are the key constructs of what describe our cultural industry. The industry is a composition of legislations, cultural products and services, and monuments and statues are part of the creative industries. The need to “rethink and indeed remake our world”, exposes the inept decision by the policy makers. The decision to obtain permission for the removal of historic statues serves as a pathway to the claim brought forward by BLM for decolonisation of the system, cultural and racial diversity, and intergenerational tolerance. The basis of this argument here focuses on why policymakers came up with this highly disputed law at the hype of socio-political disgruntlement. The new law according to the ministry, is meant to legally protect historic statues for the purpose of “retain and explain” and individuals who want to remove any historical statue would require permission of which final decision shall come from the Communities Secretary. This according to the ministry is in conformity with the 1967 Civic Amenities Act. To retain statues that represent an ideology, event or society that is criticised for inhumane acts by a part of society and challenged through mass protests by the same marginalised voices and their supporters, explains how unpopular such regulations will be met. To explain the history behind the motive of keeping such statues, the question would be who is telling the story, under which perspective, and who are the target audience; will arise. This can bring about unresolvable dilemma within the society. If heritage is objectively critiqued in conformity with the intended historical explanation in a disinterested manner, then the policymaking dilemma is resolved. Whereas the critiqued is subjective and done in a biased and implicit manner, then it is understood in different ways today. The value judgements of the time when these statues were erected were befitting to the sociocultural set up of the Victorian era. They were revered structures of tangible heritage but in the contemporary era, they are highly criticised and challenged by a section of the society that sees some statues as insulting and unfit for what that represents today. Uprising against statues is not a new phenomenon especially in the last two decades. Toppling of Saddam Hussein’s statue in Baghdad, “Rhodes Must Fall” movement, Leopold II in Belgium among many others, came from politically and historically charged reaction from a united perspective which regarded them as unfit in our public spaces. The drowning of Edward Colston’s statue was metaphorical but in no exception with others across UK and the rest of the world. One may attribute it as a representation of tens of thousands of drowned African captives enroute to Britain for slavery. Of course, his statue was not ordinarily attacked and destroyed; having it stood in the heart of the city of Bristol, was deemed a mismatch of history, diversity, and modernity. It represented a dark history of slave trade, “White Supremacy” and “Upper Class” ideologies of which the BLM is against. It also idealises the historical negativity and systemic marginalisation people of colour are faced with. In a politically charge argument, this policy to “retain and explain” is implicit and is aimed legitimising the privileges and racial benefits enjoyed by the “white and upper class” in British society. Is the law a political masterclass or blunder? As argued above, policy makers are face with a daunting challenge during decision making because no matter their decisions, it is subject to political, social, and cultural challenges. The policy therefore comes as a huge setback at a time when museums are working on decolonising history. Is it affirming the argument that cultural policy is becoming more democratic, but in whose interest – the statue discourse has provoked a public debate and whose side of the story would be explained, what is the authenticity, and who would it represent? Funding of museum may eventually decline and the purpose of cataloguing and preserving history if not contextualised, would be

defeated. Museums may become unpopular due to inadequate or unrepresented narrations, and this can impact not only on historical capital but other forms of benefit. As attention has been shifted to activists now, would it appear as a setback for them against the common narrative, and would museums be able to accommodate this responsibility of “retain and explain” to conserve and preserve British heritage. The law to retain will be received in a way as blanket protection for all controversial monuments that outweighs key arguments of BLM in Britain which are decolonisation and systemic racism. This policy according to many critics, is a way of “cancel culture”. It is a punitive disagreement approach based on an ideological sense of cultural pride or belonging but rejecting diversity. Social media attacks against BLM and counter attacks by administrators and politicians such as former Culture Secretary Oliver Dowden who remarked that the policy attempts to “defend our culture and history from the noisy minority of activists constantly trying to do Britain down” was countered by many both in mainstream and social media. Notwithstanding, social media played a significant part in the socio-racial mobilisation against racism (social, systemic, and institutional), police brutality following George Floyd death in 2020. Are statues explaining a culturally homogenising nation now or has it become a way of ostracising the protection and challenges of statues standing as British heritage. Protecting and challenging would then serve as the basis of the pull and push factors for a policymaking dilemma and a tolerant intercultural society.

THE POWER OF COLOURING By Paula Pontes

The Angolan Women Voice Association UK organise creativity days twice a week for seniors and children in the Marcus Garvey Centre, Unit 7, Howitt Building, Lenton Boulevard, NG7 2BY, Nottingham. The senior creativity sessions are held on Thursdays at 10AM - 1PM and the children creativity sessions are run on Saturdays at 10AM - 1PM. Activities can vary from week to week, from painting, to making candles and making marshmallow towers. This year we were gifted with amazing African designs from an artist based in Kenya called Ann Waruga. Throughout the sessions in the first quarter of 2022, both the children and seniors have brought life to the designs by colouring. At the exhibition, the children and seniors were able to speak to the artist. Seeing the creator of the designs see the interpretation of her art by the children and seniors was a joy, the artist could not stop smiling. Colouring has the ability to relax the fear centre of your brain, the amygdala. It induces the same state as meditating by reducing the thoughts of a restless mind. This generates mindfulness and quietness, which allows your mind to get some rest after a long day at work.

Adult Coloring Benefits:

• Relaxes your brain and improves brain function • Induces meditative state • Improves motor skills • Improves sleep • Improves focus • Reduces anxiety • Relieves stress

The benefits of colouring in for children

• Develops fine motor skills • Encourages patience and relaxation • Helps with concentration • Assists with language development • Further handwriting skills • Encourage colour recognition • Preparation for school • Boost their confidence