Decolonising public health: India’s COVID crisis is a global one

Nandini Chatterjee, Dora Vargha, Rebecca Williams
University of Exeter

In a  widely criticised interview with Sky News on 25 April 2021, the IT billionaire and philanthropist Bill Gates Jr. responded to a question whether he supported sharing the ‘recipe’ of the Sars-COV-2 or Covid-19 vaccines with manufacturers worldwide, with an emphatic: ‘No.’ No, he said, because there ‘are only so many vaccine factories in the world, and people are very serious about the safety of vaccines.’ Moving the production of a vaccine from Johnson and Johnson’s to a factory in India was already novel, he said, and could only happen because of ‘our grants and our expertise.’ Intellectual property was not holding back anything in this case, he said, because it wasn’t as if there were ‘idle vaccine factories with regulatory approvals, that make magically safe vaccines.’

It would appear from this account that most of the world was a place empty of funds and expertise, waiting for the largesse of saviours such as Bill Gates Jr.  and appropriate guidance to be able to protect their own health in a scientific and safe way. Looking at the story of the Oxford-AstraZeneca vaccine with some more attention, however, produces some rather more complicated stories.

On 23 November 2020, an Oxford University-based research team led by Dr Andrew Pollard declared a breakthrough in developing an effective vaccine against Covid-19. The team had been working furiously for months, backed with UK government funding and public donations. Oxford University then announced a permissive protocol for licensing COVID-19 related IP to third parties under ‘these exceptional circumstances.’ Of the 5 points of guidance offered to organisations seeking licences to use Oxford University’s IP (or recipe for vaccine), one was: ‘The default approach of the University and OUI regarding (1) will be to offer non-exclusive, royalty-free licences to support free of charge, at-cost or cost + limited margin supply as appropriate, and only for the duration of the pandemic, as defined by the WHO.’

Such an approach is not unprecedented. In the 1950s polio epidemics swept through the globe, and in the midst of outbreaks two rivaling vaccines were developed by Jonas Salk and Albert Sabin, both without patent. When asked about this, Jonas Salk famously remarked ‘Would you patent the sun?’. It seems that the decision for the Salk vaccines lack of patent might have been a practical one, as it would not have been possible by contemporary standards, regardless of Salk’s moral stance. Sabin’s decision was an openly political one: the vaccine was a result of international collaboration between researchers of the two opposing sides of the Cold War, and this scientific exchange was greatly celebrated at the time. Of course, Gates is right that a lack of patent doesn’t automatically mean immediate access and capability of vaccine production everywhere in the world. It took years for many countries, in war-ravaged European states, up to half a decade to establish infrastructure, skill and procure materials (including live animals) for domestic vaccine productions of the Salk vaccine. However, many others had the capability, while standards of production were developed by the WHO, and this, in the end, dampened the dire global vaccine shortage in both the short and long run. More importantly, the lack of patent did not hinder national or global vaccination efforts. 

Continue reading “Decolonising public health: India’s COVID crisis is a global one”

Decolonising Europe #12: Decolonising the Non-Colonisers?

This the 12th session of the successful Decolonising Europe Lecture Series. In this session the gaze is towards Eastern Europe. Where is Eastern Europe in the history of global colonialism? This session explores why Eastern Europe has been largely absent from mainstream histories of global colonialism and studies of postcolonialism and decolonialism.

Detail Summary
Date 17 February 2021
Time 16:00 -17:00

The region’s integration into capitalism meant integrating into an evolving global colonial-racial system. Eastern Europeans were often racialised as inferior and ‘uncivilised’ while their region became a dependent hinterland and colonial arena of various imperialist projects. However, Eastern Europeans also supported global colonialism, (re)produced white supremacy and Eurocentric or colonial worldviews, partook in colonial expeditions and accumulated colonial collections, and strove to acquire colonies and build empires. The region’s contradictory historical relationship with colonialism is laden with the tensions and challenges of ‘in-betweenness’: being part of ‘white Europe’ and striving to ‘catch up’ to the West, but being ‘not-quite-white’ and a (semi)periphery of the core. This tension facilitated various strategies of globally manoeuvring between rebel anti-colonial alliances and comprador colonialist positions.

How do these contradictory histories inform current debates about anti-racism and decolonisation? What are the challenges of decolonial politics in a postsocialist region where “white lives matter”? Can we decolonise the ‘non-colonisers’?

This event is co-organized by ACES and Zoltán Ginelli to foster dialogue on Decolonising Eastern Europe. Please follow the group Decolonizing Eastern Europe on Facebook and Twitter for existing debates and collaborations on the topic.

Zoltán Ginelli is a critical geographer and Independent Researcher from Budapest (Hungary), currently working on his book on the global history of the ‘quantitative revolution’. He is member of Karl Polanyi Research Centre and the Dialoguing Posts Network. During 2015–2019, he worked as Assistant Researcher in the Leverhulme Trust and AHRC research projects 1989 After 1989 and Socialism Goes Global. He is co-curating with Eszter Szakács the exhibition Transperiphery Movement: Global Eastern Europe and Global South for the 2021 OFF-Biennale Budapest. Zoltán is founder admin of Decolonizing Eastern Europe (FacebookTwitter) and blogs at kritikaifoldrajz.hu.

James Mark is a Professor of History at the University of Exeter. He has recently been part of projects aimed at rethinking Eastern European history in the context of global Empires and their ends. He was Principal Investigator on a Leverhulme Research Leadership Award (2014 – 2019): ‘1989 after 1989: Rethinking the Fall of State Socialism in Global Perspective’; and an Arts and Humanities Research Council (UK) funded project; ‘Socialism Goes Global: Cold War Connections Between the ‘Second’ and ‘Third Worlds” (2015-19).  He is the author of The Unfinished Revolution: Making Sense of the Communist Past in Central-Eastern Europe (London and New Haven: Yale University Press, 2010) and co-author of Europe’s 1968: Voices of Revolt (Oxford: Oxford University Press, 2014); 1989: A Global History of Eastern Europe and co-editor of Alternative Globalisations: Eastern Europe and the Postcolonial World. A co-written work reframing Eastern European history as part of a global story of Empires and their ends will be published with OUP later this year.

Click here for further details and to register

Decolonising and Black British History: a teaching resource

Laura Sangha
University of Exeter

Cross-posted from The Many-Headed Monster

If you are thinking about decolonising your history module this year, this seminar plan [pdf] might be of use to you. It’s based around ‘Black Lives in Early Modern England’, but with minor tweaking of the reading and primary sources it could be adapted for most modules, whether pre-modern or modern.

John Blanke (detail from 1511 Westminster Tournament Roll).

The seminar aims to introduce students to some key concepts whilst also encouraging them to think about methodology and historiography. It combines synchronous and asynchronous activities, and is equivalent to four hours of synchronous seminar time (it’s designed for my Special Subject which in non-pandemic years is taught by means of 2 x 2 hour seminars a week).

In this post, I want to share some of my recent experiences and which provide some context to where the seminar emerged from. Continue reading “Decolonising and Black British History: a teaching resource”