Report on the University of Edinburgh’s Historical Links to Slavery and Racism in the Context of Sustainable Development Goals

Introduction: Institutional Accountability and Sustainable Development

An official inquiry has concluded that the University of Edinburgh played a significant role in perpetuating racist ideologies and benefited financially from the transatlantic slave trade. These findings present a profound challenge to the university’s legacy and underscore the critical importance of aligning its present and future actions with the United Nations Sustainable Development Goals (SDGs), particularly SDG 10 (Reduced Inequalities), SDG 16 (Peace, Justice and Strong Institutions), and SDG 4 (Quality Education). The university’s principal, Sir Peter Mathieson, has issued an apology, acknowledging the institution’s role in causing suffering and perpetuating racialised thought, marking a first step towards institutional accountability as mandated by SDG 16.

Historical Findings: A Legacy Contrary to SDG Principles

The investigation revealed a history deeply at odds with the principles of equality and justice. The university’s past actions directly undermined the foundations of SDG 10 by actively creating and disseminating theories that justified racial hierarchies.

• Promotion of Racist Ideology: In the 18th and 19th centuries, the university became a center for developing “racial pseudo-sciences.” Professors, including the moral philosopher Dugald Stewart, taught theories of white European superiority, fundamentally violating the principles of SDG 4 (Quality Education) by disseminating harmful and false information.
• Intellectual Justification for Exploitation: Theories developed at Edinburgh were used to justify slavery and colonial exploitation, contributing to the systemic inequalities that SDG 10 aims to dismantle.
• Collection of Human Remains: The university holds nearly 300 skulls collected by phrenologists from enslaved and dispossessed peoples, a practice that represents a profound violation of human dignity and a stark reminder of the historical injustices that persist.
• Institutional Inertia: The report notes that the university failed to join other Scottish institutions in petitioning for the abolition of slavery, demonstrating institutional inertia in the face of gross human rights violations.

Financial Entanglement and Modern Inequalities

The inquiry quantified the university’s financial gains from slavery and colonialism, revealing how historical injustices have created lasting economic legacies that must be addressed to achieve SDG 10.

Key Financial and Demographic Findings:

1. Profits from Slavery: The university raised funds equivalent to at least £30 million in today’s value from donors linked to the enslavement of African peoples. These funds were used to construct iconic buildings, including Old College and the old medical school.
2. Tainted Endowments: At least 15 endowments were derived from African enslavement and 12 from British colonialism. Ten of these remain active, with a current minimum value of £9.4 million, continuing to link the university’s finances to a history of exploitation.
3. Contemporary Disparities: The legacy of institutional racism is reflected in current demographics. Fewer than 1% of staff and just over 2% of students are Black. This stark underrepresentation highlights the university’s failure to achieve the inclusive and equitable environment promoted by SDG 4 and SDG 10.

Recommendations for Restorative Justice and SDG Alignment

The report issues 47 recommendations designed to move the university towards restorative justice and a more robust commitment to the SDGs. These measures aim to transform the institution into a more just, equitable, and accountable entity in line with SDG 16.

Primary Recommendations:

• Repurpose Funds: Redirect money from bequests linked to slavery and colonialism towards hiring academics from Black and minority backgrounds and funding research into racism. This directly supports SDG 4 and SDG 10 by investing in inclusive education and redressing historical imbalances.
• Promote Inclusive Dialogue: Re-evaluate the adoption of the International Holocaust Remembrance Alliance (IHRA) definition of antisemitism to ensure it does not stifle free academic conversation, a principle vital for SDG 16.
• Ethical Divestment: Urgently sell off investments in companies with significant contracts with the Israeli government, reflecting a commitment to peace and justice as outlined in SDG 16.
• Establish New Research and Community Spaces: Create a center for the study of racisms, colonialism, and anti-Black violence, and provide a dedicated community space. This fosters partnerships and knowledge-sharing, crucial for SDG 17 (Partnerships for the Goals).
• Increase Access and Representation: Fund new scholarships for students from minoritised groups to address the demographic disparities and make tangible progress towards the targets of SDG 4 and SDG 10.
• Symbolic Justice: Permanently rename buildings named after figures like David Hume and Dugald Stewart, whose work promoted racist theories, as a public commitment to rejecting this legacy.

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 4: Quality Education

   The article is centered on an educational institution, the University of Edinburgh. It directly addresses the quality and content of education by discussing the university’s historical role in creating and teaching “racial pseudo-sciences” and theories of white supremacism. Furthermore, it touches upon equal access to education by highlighting the low percentage of Black students (just over 2%) and the recommendation to fund new scholarships for minoritised groups. The call to establish a centre for the study of racism and colonialism also relates to transforming the educational content offered by the university.

2. SDG 10: Reduced Inequalities

   This goal is central to the article, which details historical and current racial inequalities. The university’s profiting from slavery and colonialism, and its promotion of racist ideologies, are historical examples of creating and sustaining inequality. The current underrepresentation of Black staff (less than 1%) and students is a clear indicator of ongoing inequality. The inquiry’s recommendations, such as hiring more academics from minority backgrounds, redirecting funds from bequests linked to slavery, and renaming buildings, are all direct actions aimed at reducing racial inequality.

3. SDG 16: Peace, Justice and Strong Institutions

   The article examines the role of an institution in perpetuating historical injustice. The university’s investigation into its own past, the principal’s official apology for its role in slavery and racism, and the commitment to review its practices are all steps toward building a more just, accountable, and transparent institution. The report’s findings on the “violent taking of bodies, labour, rights, resources, land and knowledge” connect directly to themes of justice. The recommendations aim to make the institution more inclusive and representative, thereby strengthening it.

4. SDG 8: Decent Work and Economic Growth

   This goal is relevant through its connection to both historical forced labor and current employment inequalities. The article’s core subject is the university’s financial benefit from “transatlantic slavery” and the “enslavement of African peoples,” which is the opposite of decent work. In the present day, the finding that “fewer than 1% of its staff” are Black points to a lack of equal opportunity in employment, which is a key aspect of SDG 8.

2. What specific targets under those SDGs can be identified based on the article’s content?

• Target 4.5: Ensure equal access to all levels of education

  The article highlights a significant disparity in access to education, noting that “just over 2% of its students were Black, well below the 4% of the UK population.” The recommendation that “Edinburgh would ‘undoubtedly’ fund new scholarships for students from minoritised groups” is a direct measure to address this target by promoting equal access for underrepresented groups.

• Target 4.7: Ensure all learners acquire knowledge and skills needed to promote human rights and a culture of peace and non-violence

  The article reveals that the university historically taught theories of racial superiority. The recommendation to establish a “centre for the study of racisms, colonialism and anti-Black violence” and to support “research and teaching about racism and colonialism” directly aligns with this target. It aims to change the educational content to promote human rights, cultural diversity, and an understanding of historical injustices.

• Target 8.5: Achieve full and productive employment and decent work for all

  The report’s finding that “fewer than 1% of its staff” were Black indicates a failure to provide equal employment opportunities. The recommendation to “redirect the money from those bequests to hiring academics from Black and minority backgrounds” is a specific action aimed at achieving more inclusive and representative employment within the institution.

• Target 10.2: Empower and promote the social, economic and political inclusion of all, irrespective of race or ethnicity

  The entire article revolves around the historical and ongoing exclusion of Black people. The low representation of Black staff and students demonstrates a lack of inclusion. The recommendations to increase these numbers, combat institutional racism, and create a community space are all measures designed to promote the social and economic inclusion of racially minoritised communities within the university.

• Target 10.3: Ensure equal opportunity and reduce inequalities of outcome

  The university’s historical role in creating racist theories and profiting from slavery created profound inequalities of outcome. The inquiry and its recommendations, such as renaming buildings named after figures who promoted racist ideas (David Hume Tower) and repurposing bequests linked to slavery, are actions designed to eliminate discriminatory practices and their legacies, thereby reducing inequalities of outcome.

• Target 16.6: Develop effective, accountable and transparent institutions

  The university’s decision to commission the investigation, the principal’s statement that “Edinburgh could not have a ‘selective memory’ about its history,” and the public apology are all actions toward becoming a more accountable and transparent institution. The creation of a “race review implementation group” is a mechanism to ensure these efforts are effective.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Proportion of staff and students from Black and minority backgrounds

  The article provides specific baseline data: “Fewer than 1% of its staff and just over 2% of its students were Black.” This quantitative data serves as a direct indicator to measure progress towards targets 4.5, 8.5, and 10.2. An increase in these percentages would signify progress in achieving equal access and employment opportunity.

• Value of funds repurposed from historical bequests

  The article identifies that “bequests worth £9.4m that came directly from donors linked to enslavement” are still active. The recommendation is to “redirect the money from those bequests.” The amount of this money that is successfully repurposed for hiring minority academics or funding scholarships can be tracked as an indicator of progress towards target 10.3.

• Number of institutional changes implemented

  Progress can be measured by tracking the implementation of the report’s specific, tangible recommendations. This includes indicators such as the establishment of the “centre for the study of racisms, colonialism and anti-Black violence,” the number of buildings renamed, and the creation of new scholarships, all of which measure progress towards targets 4.7, 10.3, and 16.6.

• Divestment from specific companies

  The review calls on the university to “urgently sell off its investments in companies with significant contracts with the Israeli government.” The value of these investments and the progress of divestment can be monitored as an indicator of the institution’s commitment to aligning its financial practices with its stated values, relating to Target 16.6 (accountable institutions).

4. Create a table with three columns titled ‘SDGs, Targets and Indicators” to present the findings from analyzing the article.

Source: theguardian.com