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Bullets in Envelopes: Iraqi Academics in Exile

Book by Louis Yako · 9 quotes · Colonialism, Humanity, Imperialism

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Bullets in Envelopes: Iraqi Academics in Exile Quotes

“As the taxi moved, I started checking out all the new buildings and streets. It was clear that whereas some people had gotten better off, others were worse off or had simply stagnated. Infrastructure reveals so much about a place and its culture, politics, and people. The disparities between the poor and the rich neighborhoods…show that ‘time’ was not ticking at the same pace for everyone. Time was not moving favorably for everyone. Even time is like power in that it moves some people forward, some backward, and some to the sides and the margins. Time also buries some people under the ground.”

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“Taxi drivers are some of my best friends in every city I visit. I wish to write a book on my encounters with taxi drivers in the Middle East one day. They see so much. They encounter all kinds of people. They learn to interact with people of different politics, backgrounds, gender, views, feelings, and even accents and dialects. In a sense, they are exposed to people in ways that any novelist, poet, anthropologist, or journalist would love to be. They are usually some of the best guides that hold the keys to the hidden secrets, especially the ‘dirty secrets’ of the cities where they live and work.”

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“Dismantling and destroying Iraqi education was not just ‘collateral damage’ from the occupation: it was part and parcel of the occupation forces’ deliberate efforts to restructure the Iraqi state, society, and identity as many testimonies in this study make clear.”

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“Hiba S. is one of the pioneer Iraqi women academics and authors in the field of media and journalism, currently exiled in Amman. During a visit to her office in summer 2014, Hiba shared that the early days of the occupation in 2003 were the most difficult she had ever experienced. She recollected: ‘I was sitting in my garden smoking when I suddenly saw a huge American tank driving through the street. I saw a Black soldier on the top of the tank. He looked at me and did the victory sign with his fingers. Had I had a pistol in my hand, I would have immediately shot myself in the head right then and there. The pain I felt upon seeing that image is indescribable. I felt as though all the years we had spent building our country, educating our students to make them better humans were gone with the wind.’ Hiba’s description carries strong feelings of loss, defeat, and humiliation. Also significant in her narrative is that the first American soldier she encountered in post-invasion Iraq was a Black soldier making the victory sign. This is perhaps one of the most ironic and paradoxical images of the occupation. A Black soldier from a historically and consistently oppressed group in American society, who, one might imagine had no choice but to join the military, coming to Iraq and making the victory sign to a humiliated Iraqi academic whose country was ravaged by war. In a way, this image is worthy of a long pause. It is an encounter of two oppressed and defeated groups of people—Iraqis and African Americans meeting as enemies in a warzone. But, if one digs deeper, are these people really 'enemies' or allies struggling against the same oppressors? Do the real enemies ever come to the battlefield? Or do they hide behind closed doors planning wars and invasions while sending other 'oppressed' and 'diverse' faces to the battlefield to fight wars on their behalf? Hiba then recalled the early months of the occupation at the University of Baghdad where she taught. She noted that the first thing the Coalition Provisional Authority (CPA) tried to do was to change the curriculum Iraqi academics had designed, taught, and improved over the decades. While the Americans succeeded in doing this at the primary and high school levels, Hiba believed that they did not succeed as much at the university level. Iraqi professors knew better than to allow the 'Americanization of the curriculum' to take place. 'We knew the materials we were teaching were excellent even compared to international standards,' she said. 'They [the occupiers] tried to immediately inject subjects like "democracy" and "human rights" as if we Iraqis didn’t know what these concepts meant.' It is clear from Hiba’s testimony, also articulated by several other interviewees, that the Iraqi education system was one of the occupying forces’ earliest targets in their desire to reshape and restructure Iraqi society and peoples’ collective consciousness.”

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“Rather than considering the Iraqi regime solely responsible for these sanctions, many exiled and displaced academics believe that the UN bears the main ethical and human responsibility for the damage the embargo caused for Iraqi people and society. Many academics saw these sanctions as the UN’s method to obtain the consent of Iraqi people to the 2003 occupation through starving and weakening the people, as well as destroying Iraq’s strong institutions and infrastructure.”

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“I thought how artists, writers, and thinkers who are genuinely and strongly connected to their time, place, and peoples always sense disasters before they befall. They are not magicians with crystal balls. They simply use their other well-trained senses, beyond the five senses, to feel the upcoming earthquake, to sense the eruption of the upcoming volcanos, the approaching hurricanes. They signal what they sense in their works, while many people don’t take their warnings seriously.”

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