Capitalist Contradictions and Revolutionary Struggle: An Introduction

By Derek Ford

Republished from Liberation School.

Hearing or reading about the “contradictions of capitalism” in an article or at a rally might be intimidating, like a foreign language or a term only a certain group can understand. While the contradictions of capitalism are complicated, working and oppressed people can easily understand them for the simple reason that we all live with and negotiate any number of contradictions every day. The contradictions we deal with that are the most confining, that most constrain our capacities and that keep us oppressed are specifically the contradictions of capitalism.

On any given day, we find abundant evidence that makes it clear that the capitalist system doesn’t work in practice. Examining the contradictions of capitalism and demonstrating how they are inherent in the system, proves that capitalism doesn’t even work in theory. Understanding capitalist contradictions heightens our agitation and accelerates political consciousness by cutting through capitalist ideology and the various excuses of capitalists, politicians, and their media. Knowing capitalist contradictions better informs our tactics and strategies in any given struggle and serves as a bridge to socialist reconstruction in the U.S.

This series examines some of the primary contradictions of capitalism, including those between use and exchange values, private ownership and social production, and the interests of individual capitalists and capital as a whole. Each entry will break the contradictions down in an accessible manner, explaining some of their more intricate details, and showing how they relate to other contradictions. We provide some general and concrete examples of how they enhance our understanding of capitalism and our struggle to overthrow that system and replace it with a new one. The reason Marx dedicated so much time to studying and analyzing capital was not because it was “interesting” but because its contradictions were and are opportunities for working and oppressed people to advance and create the world the Earth and its inhabitants need and deserve.

The general and specific contradictions we navigate

Our personal lives are riddled with any number of contradictions—or tensions—that we have to deal with daily. The term “guilty pleasure,” for example, names the contradictory situations we face when we are both attracted to and repelled by the same thing at the same time. Our guilty pleasure might be a “reality” show, for example, or a certain genre of books, or any other activity we engage in that brings us both positive and negative feelings.

Many of us despise social media yet still pick up our phones or check our computers throughout the day to use various social media apps. We also deal with the contradictions of our basic life processes like going to sleep. If we stay up late—to catch the end of a sporting event or spend extra time with our friends—while fully knowing we will have to wake up at the same early hour, we’re wrestling with a contradiction. Whenever we have negative and positive feelings at the same time about the same thing (a show), relation (social media), or process (sleeping), we’re dealing with a contradiction.

We’re also familiar with political contradictions. How many of us and the people we know have zero faith in the ruling-class parties but still vote for them? How many of us live in communities that regularly experience the brunt of racist police violence but, at the same time, see the police as a kind of “necessary evil” to combat the regular violence in our neighborhoods, and even might support campaigns for more police or surveillance cameras?

We experience economic contradictions as well, like the tension between doing the quality of work we can be proud of and the quality of work we are paid to perform. As a teacher, I constantly grapple with this contradiction. I truly want to set up the best possible class to educate students in a way they deserve, which requires spending the time necessary to get to know each student, to find the right content to teach, and do so by crafting a plan for each unique class. To do this, however, means I have to work beyond my contract hours.

Even when we’re thrown out of a job, we search out new work for a paycheck to survive even though we know that paycheck will barely let us survive long enough to show up to work to collect the next one.

Philosophy and our understanding of contradictions

Not all contradictions are the result of capitalism. The oldest religious traditions and cultural customs, for example, provide guidance on dealing with contradictions, like those between love and hate or living and dying. Marx didn’t “discover” contradictions, but he and Engels, built on and critiqued theories of capitalism available at the time. By doing so, Marx and Engels found that, while the best political economists often asked the right questions (like what is the source of profit), they couldn’t answer them because they didn’t grasp the historical specificity of capitalism as a contradictory system. They showed that capitalist contradictions are not inevitable or permanent, only that they are unsolvable within the capitalist system. Similarly, neither Marx nor Engels envisioned socialism or communism as a utopian place free of any tensions or contradictions. The socialist struggle doesn’t aim to solve all contradictions, only those that are intrinsic to the capitalist system and that produce the widespread suffering of the world’s majority.

We all have experience with contradictions, yet how we understand them—and therefore how and if we respond to them—depends on our philosophy, which refers generally to “our world outlook.” Just as we have experiences with various contradictions, we have our own philosophical outlooks, even if we aren’t aware of it or familiar with philosophical language. Philosophies are grounded in material reality, which means “that the various systems of the philosophers also always express a class outlook” [1]. The ruling class is the group that controls not only “the means of material production” but also “the means of mental production,” we’re all raised with their world outlook.

The capitalist philosophy we’re taught maintains that the world is made up of independent and fixed entities. Here, contradictions are the same as paradoxes, like the riddle of what came first, the chicken or the egg? This is only a paradox if we think about both as separate things, but there cannot be one without the other. Marxist philosophy explains that the world is made up of interrelated matter that is always in motion. The chicken and the egg are not independent or fixed but interrelated and always in motion. The reason there is no answer to the riddle is because it asks the wrong question [2].

Consider the common refrain that contemporary injustices like war or poverty are merely the result of “human nature.” Under this conception, humans have a nature that is independent of the world and any given social conditions. Humans have always been independent, competitive, self-seeking, etc. Capitalist philosophy thus explains the “failure” of alternative social systems by claiming they are simply “against human nature.” Human nature is presented as a thing, a static object remaining the same regardless of time, space, or society; this lets capitalism off the hook.

Many of us are taught to think that “humans” and “nature” are independent entities and there was once a pure “natural world.” Marx and Engels, addressing one of their contemporaries who adhered to this view, held that even if there was a “nature that preceded human history…. It is nature which today no longer exists anywhere” [3]. We’re taught that capitalism is natural and the way it structures society is nothing but “human nature;” that we are naturally independent of each other, competitive, and out for our own interests; that we are individuals isolated from each other first before we enter into relations with others. It’s always been this way, the myth goes: we’re all free individuals who choose to be either lazy or hard-working, wasteful or frugal, make bad or positive life choices, or choose the “right” or “wrong” crowd to hang out with. That explains why some of us end up rich and the rest end up as workers, how some workers end up in apartments and houses and others end up homeless, employed or unemployed, etc.

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Two worldviews in action: Education, testing, and the myth of meritocracy

In education, this myth takes the form of “meritocracy,” where the results of our test scores indicate how capable or incapable we are as individuals, how much time and effort we spent studying, etc… This assumes however, that standardized tests are “objective,” an assumption that, as educational theorist Wayne Au shows, allows the tests to be “used to compare students, teachers, and schools, and then make high-stakes decisions about being granted access to resources or subjected to punishment” [4]. These tests are far from value-neutral or objective because, in reality, test scores and educational outcomes are ultimately related to one’s zip code. Moreover, they are historically rooted in eugenics and racism.

In the U.S., IQ (or “Intelligence Quotient”) tests were based on the idea that one’s “intelligence” was static and based on their individual biology and heritage. IQ tests are still “used to sort and rank different people by race, ethnicity, gender, and class according to supposedly inborn, innate intelligence” [5]. The assumptions determine the results. If the language of the test is a certain kind of English, students from communities that speak a different kind of English or another language, like Spanish, will have less access to the questions. Regardless of the bias built into the test, however, those who can afford private tutors and do not have to work in the house or at a job, for example, are likely to perform better than those who can’t afford tutors and have to work to provide for their families, whether it be at a job or cooking dinner for their siblings while their parents are working three jobs.

If we understand the historical specificity of standardized tests, then, we understand they do not measure our “natural” or “individual” intelligence but our class standing. We then see that educational and economic success is not the product of an individual’s choices but rather the system that determines the choices available to us and our ability to access those choices. It disproves that we are “individuals” with our individual intelligence and shows that the very notion of “intelligence” is socially constructed under capitalism in a way that justifies capitalism’s inequalities as “human nature.” Individualism, as Marx showed in his critique of bourgeois political economists, was the product of “civil society” during a specific time and place that “appears as an ideal, whose existence [the bourgeois philosophers] project into the past” [6]. In other words, “intelligence” isn’t a static or independent thing but a process interrelated to social practices, including white supremacy, capitalism, racism, ableism, and other forms of oppression, as well as struggles against standardized testing.

Capitalism as an inherently contradictory process

When an economic crisis grips U.S. society, capitalists blame it on some external cause. They debate whether it is the individual characteristics of a president, a Federal Reserve policy or decision, “state intervention” or lack of legislative oversight. In some cases, they unite and blame it on another country.

Marx demonstrated that capitalist crises are the inevitable result of capital’s internal contradictions and, more fundamentally, that capitalism is defined by its contradictions. Capital is value in expanding motion, meaning that capitalism as a system is defined by the accumulation of more and more value.

The process of capital is, at heart, contradictory for at least two reasons. First, the value of any commodity is the social average of the time necessary for its production. Because capitalists compete with other capitalists for a limited market, they are forced to reduce their individual production time to remain competitive, yet eventually, this lowers the overall social production time and, hence, their ability to accumulate value. Second, surplus value for the capitalist is equivalent to the additional unpaid value produced by labor-power. Because capitalists must invest at least some of their surplus value back to expand their own productive capacity to accumulate more value, there is a constant disproportionality between the value produced and the value realized (or sold) [7].

As Marx puts it, “the ultimate reason for all real crises always remains the poverty and restricted consumption of the masses as opposed to the drive of capitalist production to develop the productive forces as though only the absolute consuming power of society constituted their limit” [8]. What he means is that the “absolute law of value” that drives the accumulation of capital expands both the wealth of the capitalists and the poverty of the masses. Even if our wages equal the value of our labor-power, it is impossible for our class to buy the total value we produce.

Capitalism can only move crises around and to higher levels

Contradictions push and pull us between the opposite ends of the same thing or process. Generally, most of these contradictions bubble below the surface. Every few years, however, they boil over into a crisis. To survive, capitalism must continually try to “solve” its contradictions, but can only shift them to different places, delay them, and raise their intensity.

For example, one way capital tries to “solve” the contradiction of surplus value is by extending credit to workers. With credit, we can purchase more commodities than our wages allow. At some point, of course, the debt must be paid. This increases the extent of the contradiction because credit comes with additional costs for us, which ultimately reduces our capacity to purchase goods or pay for the goods we already “bought” on credit.

Another example is how capital tries to “solve” the contradiction between its need to expand and the geographical limitations of the globe. Colonialism and imperialism provide capital with additional outlets to sell their commodities and provide capital with cheaper (often stolen) raw materials and labor-power. Imperialism resulted mainly from this contradiction because, once the capitalists had colonized the world, they could only gain access to extra markets by redividing “their” colonized territories through war. This explains why Lenin’s analysis of imperialism provided the real rationale for World War I [9].

The role of capitalist contradictions in building a revolutionary movement and society

As an inherently contradictory system, as capital grows its own power it, at. the same time, creates and increases its opposing power: the poor and working classes. In this series, we’ll explore some of the most pertinent contradictions of capitalism so that we can seize on them and finally resolve them through socialism.

Contradictions do not unfold in any predetermined manner nor is there any single one that is the most important for all time. Yet a foundational contradiction that is always helpful in raising class consciousness and clarifying the real source of many struggles is the contradiction between use value and exchange value. Under capitalism, all commodities are contradictory unities of both forms of value and capitalists only care about the exchange value of the commodities we produce for them The rest of us, however, buy commodities for their use value.

We rent apartments or take out loans for houses because we need to use them. Capitalists, however, only organize the production of houses for exchange value, or the profit they can make from them. Because capitalists compete for as much exchange value as possible, they end up producing another contradiction examined in the third entry: the absurd crisis of overproduction.

Whenever we struggle to make or keep something as a public good—whether it be education, our libraries, healthcare, water, or utilities—while the capitalists try to privatize it, we’re taking a side in the contradiction between use value and exchange value. We’re saying: “This is important to keep public because society uses and needs it, not because a small group of capitalists can privatize it and profit from it.”

This clarifies that the interests of the masses are directly opposed to the interests of the capitalists and imperialists. When our elected (or unelected) officials still sell them off to corporations despite our protests, it shows our class whose interests the state represents. It further reveals that capitalism doesn’t care about what we need or want to survive, and that they don’t see us as anything other than exploitable and expendable sources of value. Additionally, it helps unite our historically divided class around our common interests, as access to basic public necessities impacts all working and poor people.

On our path toward building a revolutionary movement and society, understanding the contradictions of capitalism helps us accurately identify the cause of the crisis, show the class struggle in action, unite the broad masses, and reveal our common interests and, in general, provides us with the knowledge necessary for our political, tactical, and strategic decisions. The contradictory developments in any society are numerous and it is important to look for the contradictions that will most likely cause intense social conflicts, determining where to put our time and energy, who to reach out to and build connections with, and more.

In this series, we’ll examine multiple fundamental contradictions of capitalism. After examining the contradiction between use value and exchange value in greater detail, we’ll see how that in turn contributes to the absurd crisis of overproduction in the next entry. The series will address other contradictions as well, including the contradiction between technology and living labor, constant capital and fixed capital, and the production and realization of capital. For each, we’ll discuss how we can use them to advance the struggles we’re engaged in daily, promote socialist consciousness, and spread the fact that another world and system is possible and absolutely necessary. That way, we can have enough numbers on our side to seize a revolutionary opportunity: when capitalism’s contradictions pile up high enough that “the ‘lower classes’ do not want to live in the old way and the ‘upper classes’ cannot carry on in the old way” [10].

References

[1] Maurice Cornforth,Materialism and the Dialectical Method(New York: International Publishers, 1953/1971), 7, 8.
[2] For more on this see Curry Malott, “What is Dialectical Materialism? An Introduction,”Liberation School, 04 April 2020. Availablehere.
[3] Karl Marx and Friedrich Engels, The German Ideology: Part One, with Selections from Parts Two and Three and Supplementary Texts, trans. C.J. Arthur (New York: International Publishers, 1970), 63; see also Sohrob Aslamy, “Marxism, Capitalism, and Nature-Society Relations: An Introduction,”Liberation School, 12 October 2021. Availablehere.
[4] Wayne Au,Unequal by Design: High Stakes Testing and the Standardization of Inequality, 2nd. ed. (New York: Routledge, 2023), 98.
[5] Ibid., 49.
[6] Karl Marx,Grundrisse: Foundations of the Critique of Political Economy (Rough Draft), trans. M. Nicolaus (New York: Penguin Books, 1939/1993), 38.
[7] For an explanation of the first reason, see Mazda Majidi, “Relative Surplus Value: The Class Struggle Intensifies,”Liberation School, 18 August 2021. Availablehere; for an explanation of the second reason, see Derek Ford and Mazda Majidi, “Surplus Value is the Class Struggle,”Liberation School, 30 March 2021. Availablehere.
[8]. Karl Marx,Capital: A Critique of Political Economy (Vol. 3): The Process of Capitalist Production as a Whole, ed. F. Engels (New York: International Publishers, 1894/1967), 484.
[9] V.I. Lenin, “Imperialism, the Highest Stage of Capitalism: A Popular Outline,” inLenin: Selected Works: Two Volume Edition (Vol. 1)(Moscow: Progress Publishers, 1916/1963), 634-731. Availablehere. See also Brian Becker, “From Inter-Imperialist War to Global Class War: Understanding Distinct Stages of Imperialism,”Liberation School, 20 July 2018. Availablehere.
[10] V.I. Lenin, “‘Left-Wing’ Communism: An Infantile Disorder,” inV.I. Lenin Collected Works (Vol. 31): April-December 1920, trans. J. Katzer (Moscow: Progress Publishers, 1920/1966). 85.

All Black Feminisms Ain't Created Equal

[Pictured: At an event in late April, 1979, Barbara Smith, with megaphone, protests nine murders of black women that took place in the first months of the year. Photograph by Ellen Shub / Courtesy the Estate of Ellen Shub]

By Erica Caines

Republished from Hood Communist.

My initial introduction to radical feminist politics was through convoluted, often antagonistic online discourses, where past works of radical feminists are engaged, discussed, and ultimately flattened. Audre Lorde has always been among the most popularly referenced Black feminists cited online, for example, but always for her gender critical analysis (which could be used as fodder in heated discourse) and never for her anti-imperialist analysis. It’s much easier for one to gain attention and retweets through cherrypicking her words on gender and sexuality, but much less popular to dive into her works on the imperialist U.S. invasion of her homeland Grenada whose revolution emphasized the role of women in society, for example. Only through study and organizing did I begin to distinguish between the social media driven “cannon” of  Black feminism, and the realized concept of revolutionary feminisms.

Revolutionary African feminism (oftentimes used interchangeably with radical Black feminism) is understood as a feminist ideology that seeks to fundamentally transform and decolonize societal structures, and eliminate all forms of patriarchy and gender-based oppression. Through a material structural analysis, consciousness-raising, and collective action, it emphasizes the need for systemic change by examining the ways that power structures, social institutions, and cultural norms perpetuate gender-based oppression.

Learning of the concept of “two colonialisms” pushed forward as both idea and praxis by the women of the PAIGC (African Party for the Independence of Guinea and Cape Verde) changed how I began to understand an approach to feminism that approached gender equality on the basis of its broader anti-colonial and revolutionary goals. This was not simply the inclusion of women in the protracted armed struggle for independence from Portuguese colonial forces, but a true decolonial process of understanding how colonialism managed to dupe both African men and women, and how intimately linked the struggle against patriarchy was to the struggle against imperialism. African men and women were tied together in a dialectic relationship, which enhanced the need for proper strategy and cooperation among the two. In other words, the revolution in Guinea Bissau required not just an emphasis on developing a new man, but a new woman as well. Their struggle could not afford to be waged on the basis of “men vs. women”, but instead, everyone against the reactionary colonial culture of the past, toward the development of a Revolutionary African Personality. Bissaun revolutionary Teodora Gomes summed it up best when she said “You cannot isolate the liberation of women in circumstances such as ours because there is one goal for our society— which is to transform it step by step.”

However, revolutionary feminist ideals in the West have been largely co-opted and assimilated into mainstream liberal frameworks, losing their transformative potential. Radical liberal (rad-lib) Black feminism has diluted many core principles and objectives of revolutionary feminism, such as notions of bodily autonomy and gender equality. While revolutionary African feminism seeks to challenge and dismantle structural inequities and power dynamics, when it is liberalized, priorities shift to individualistic perspectives and experiences, focusing on personal empowerment rather than addressing broader systemic issues. This shift has undermined the collective action and solidarity necessary for achieving meaningful social change and liberation, effectively de-politicizing a once revolutionary and collective ideology. By emphasizing personal choices and empowerment without critically examining the broader socio-political context, rad-lib Black feminism has diverted attention away from structural inequalities and systemic injustices while convincing millions that their personal experiences are the systemic issues themselves, and therefore that an examination of personal experiences suffices for an analysis of structural issues of capitalism. Moreover, it has shifted discourse away from deep examination of the colonial-capitalist state itself as an entity responsible for perpetuating patriarchy.

This shift and co-optation, of course, can be traced back to the negative impacts neoliberal capitalism has had on African social movements within the U.S in general, but revolutionary feminism, specifically. Neoliberalism’s focus on individual success and self-advancement through engagement in the capitalist market and consumption, centers personal gain over collective liberation, diluting the collective goals and transformative potential of revolutionary African feminism. Neoliberal capitalism exacerbates the oppressive systems that revolutionary feminism seeks to dismantle, including economic exploitation, endless privatization, and state abandonment. At the same time, neoliberal capitalism encourages a class of African women to lean into exclusionary approaches, like failure to consider class, which perpetuates inequalities and reinforces power imbalances. It is important to critically examine and challenge the negative impacts of neoliberal capitalism on revolutionary African feminisms which made this co-option of the ideology possible, seamless even.

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While it is true that rad-lib Black feminism overlooks the specific challenges faced within and by colonized communities, it has unfairly been attributed to the framework of ‘intersectionality’. It is important to note that the negative impacts associated with intersectionality do not stem from the framework itself, but rather from misapplications of it as exemplified with the “oppression olympics” style misinterpretation of it. Intersectionality has provided a valuable framework for understanding and addressing systemic discrimination specifically within legal systems, pushing for more inclusive and just legal frameworks and practices, but has somehow also been made a one-size-fits-all framework because it recognizes how different forms of discrimination and oppression intersect and overlap.

As such, the framework has been flattened to mere identity reductionism, the essentializing of identities, which  reduces individuals to a set of fixed characteristics or experiences. By reducing identities to a singular focus, such as gender alone, rad-lib Black feminism has failed to fully address the unique struggles and experiences of colonized women. Additionally, without the clarity and larger context of being situated within a revolutionary ideology, rad-lib feminism often weaponizes the framework of intersectionality to uncritically engage in gender-essentialism.

Furthermore, in the midst of neoliberal austerity policies, which African women bear the brunt of due to privatization and reduced investments in public services and social safety nets, rad-lib feminism has proven wholly inadequate. The systemic barriers, upheld by neoliberalism, undermine the goals of revolutionary African feminisms by hindering efforts to address the root causes of structural inequalities that impact the lives of African women. Rad-lib Black feminism has become increasingly regressive, inadvertently focusing narrowly on notions of sexual liberation, the “girl boss”, etc., and not anything that would shift the material conditions of African working women (i.e. access to healthcare, education, affordable housing, and social safety nets).

Rad-lib Black feminism has defanged a principled movement of revolutionary African feminisms by co-opting the language and militant imagery of individuals like Assata Shakur, while ignoring their larger objectives. This is made abundantly clear when observing the practices of decolonial feminisms across the Third World inspired by the practices of Revolutionary African feminisms. The Fundación Entre Mujeres (FEM) in Esteli, Nicaragua explores the relationship between feminism and agroecology, women, and seeds to develop a specific bottom-up approach to empower women of the peasant class as Campinsinas Feministas (distinct from working class). Inspired by the revolutionary decolonial feminism practiced on the continent (like with the women of the PAIGC), the FEM places an emphasis on what they understand to be “Managua feminism” (mainstream rad-lib) vs the feminism that they practice. The women are clear about the radical alteration of power relations necessary, promoting the articulation of women in the community through local committees and agroecological networks, communication, community, and environmental defenders. 

In an interview with Stephanie Urdang, author of the book Fighting Two Colonialisms, Teodora Gomes says:

“The struggle for the liberation of women has to be done in different ways. First of all, women must fight together with men against colonialism and all systems of exploitation. Secondly, and this is one of the most fundamental points, every woman must convince herself that she can be free and that she has to be free. And that she is able to do all things that men do in social and political life. And thirdly, women must fight in order to convince men that she has naturally the same rights as he has. But she must understand that the fundamental problem is not the contradiction between women and men, but it is the system in which we are all living.”

Taking on labels like ‘feminism’ is not a matter of rigidity, but clarity. Radical ideology requires challenging and transforming structures of power that perpetuate inequality, including colonial legacies and imperialist practices. How we identify politically is meant to provide important insights and tools for understanding and addressing the complex, intersecting forms of oppression that impact African women and all colonized people.

Erica Caines is a poet, writer and organizer in Baltimore and the DMV. She is an organizing committee member of the anti war coalition, the Black Alliance For Peace as well as an outreach member of the Black centered Ujima People’s Progress Party. Caines founded Liberation Through Reading in 2017 as a way to provide Black children with books that represent them and created the extension, a book club entitled Liberation Through Reading BC, to strengthen political education online and in our communities.

Reject Anti-Intellectualism

By Erica Caines

Republished from Hood Communist.

A disingenuous trend is reemerging, bastardizing concepts of “accessibility” to attack and suppress radical efforts at political education. The focus on consistent ongoing political education is shot down as disconnected from the needs of the people. But these critiques should be seen clearly for what they are: anti-intellectualism masquerading as a faux concern for the elusive “everyday person”. These are not genuine concerns for how people learn (ignoring the array of techniques like creating glossaries, audio recordings of written materials, visual aids or establishing group reading environments), these are attacks on the acts of learning and studying.

As an article in Studio Atao explains, anti-intellectualism is more than “mere hostility towards acquiring knowledge, or the byproduct of the lack of a formal education…it is a pervasive and popular mindset because it encourages us to cling to our most fervently held beliefs, with little or no supporting evidence.“ 

We are in the midst of a propaganda war. As such, the growing insistence on collapsing the structure and institution of academia with intellect and literacy (i.e. anyone who appears to be literate or “smart” are said to be beholden to the academy) feeds into anti-intellectualism, which mis-characterizes reading and study as elitism. 

After years of this narrative, the intellectual dishonesty about the necessity of reading is firmly being spearheaded by supposed leftists and prominent progressive figures. In a Vanity Fair article, Alexandria Ocasio-Cortez remarked, “When people say I’m not Socialist enough, I find that very classist. It’s like, ‘What—I didn’t read enough books for you, buddy?’”.  AOC weaponized anti-intellectualism to subvert any and all criticisms of her support of US imperial aggression against sovereign global south nations decrying reading as a pastime of the elite and depicting foreign policy as too worldly for “the everyday person.”

The pushback against engaging theory is the summation that reading does not tackle one’s immediate needs under the primary contradiction of imperialism. Yet, books like Robin DG Kelley’s Hammer and Hoe: Alabama Communists During the Great Depression gives great detail to how sharecroppers with little to no formal education engaged Marxist theory. The Black Liberation Army Study Guide, written and studied by lumpenproletariat and poor working class African youth expounds on how to put theory into practice. What of the many African revolutionaries that have centered political education to successfully carry out revolutions like Amilcar Cabral, Samoa Machel, and Thomas Sankara? What of the expansion of a literate masses post-revolutions because it was centered in the “new society”, like in Cuba, Grenada and Nicaragua? Or the emphasis on literacy during the reconstruction period post civil-war that served as a catalyst for what would become the civil rights movement as detailed in Ibram X. Kendi’s The Black Campus Movement: Black Students and the Racial Reconstitution? 

When 54% of U.S. adults 16-74 years old – about 130 million people – lack proficiency in literacy, reading below the equivalent of a sixth-grade level, the aggressive anti-intellectualism increasingly growing online and spilling over should be cause for alarm. Anti-intellectualism is not simply informed by reactionary opinions, but shapes, constructs and upholds the ideas of those in power— the ruling class— ultimately undermining new knowledge and new ideas as “irrelevant”. This ultimately undermines our organizing capabilities. It is a counter-revolutionary agenda being cloaked under  the language of “accessibility”. As a result of that rejection, there has been an ushering in of unprincipled and reactionary opinions all given validity because it’s how someone feels.

The distortion of “accessibility” is evident through the prevalence of political education via memes, as well. Online, slides of bright words on carefully picked colorful Canva app backgrounds or a sassy 69 seconds or less AAVE spouting breakdown of current events becomes a substitute for historical and dialectical materialism. Nothing needs to be cited, it just needs to be emotionally appealing. So one can engage in hashtag activism and make claims about nations in the crosshairs of western imperialism without providing anything more than thoughts and opinions on the matter. They are not required to make a full argument, provide primary sources or define anything.  But because it is made “accessible”, it is taken in as fact and spread around like wildfire. 

It is a critical matter in organizing when aggressive anti-intellectualism is being normalized as radical. It speaks directly to our conditions as colonized Africans in the confines of the empire that applauds and encourages anti-intellectualism through a bogus colonial education system. It also speaks directly to the global north/ western chauvinism that is deeply embedded in this society of people who have never carried out a revolution, are nowhere near organized to carry out a revolution, very loudly opinionated on what it would take while refusing to read, study and engage revolution and its class characteristics. These actions are the remnants of a collectively non-literate people.

Surely colonized Africans have an understanding of their conditions to the extent that the US is a racist nation and thus acts accordingly. What is not understood are the ways that a grounded political education expands on the US not only being a racist nation, but a settler colonial one and what that means, how that manifests, and how we should organize to stop it. Logically, of course, one can understand that the pressure to survive under domestic imperialism interferes with the ability for many to understand what they are facing through collective political education and organizing. The material conditions are dire and need solutions, but much of the reason our conditions keep worsening is because we are collectively not nearly equipped to comprehend and verbalize the causes of our conditions that (collective) reading and organization helps us better understand and fight to win.

“There’s no such thing as neutral education. Education either functions as an instrument to bring about conformity or freedom.”

Paulo Freire, Pedagogy of the Oppressed

Erica Caines is a poet, writer and organizer in Baltimore and the DMV. She is an organizing committee member of the anti war coalition, the Black Alliance For Peace as well as an outreach member of the Black centered Ujima People’s Progress Party. Caines founded Liberation Through Reading in 2017 as a way to provide Black children with books that represent them and created the extension, a book club entitled Liberation Through Reading BC, to strengthen political education online and in our communities.

'No Royal Road' to Revolutionary Education

By Patricia Gorky

Liberation School's new book Revolutionary Education is edited by Nino Brown.

Capital was a formidable book from the moment it was published in 1867. In an attempt to make the content more accessible, Capital's first French publisher published the book in multiple pieces.

Karl Marx wrote to the publisher and commended him for the new teaching method used to present Capital. "I applaud your idea of publishing the translation of Das Kapital as a serial," he wrote. "In this form the book will be more accessible to the working class, a consideration which to me outweighs everything else."

The first three chapters, however, had a unique structure that were harder to understand split apart. Despite this tradeoff, Marx approved of the approach since the most important metric for him was whether people would understand his analysis of capitalism.

So as in 1872, so today: Socialism must be understood to be accepted. Socialism is a system where the working class wields control over the productive forces of society, and the economy is planned in a scientific manner according to the needs of the people and planet. Socialism unleashes the potential of the highest creativity and flowering of the working class.

Although the demonization in recent years has faded, socialism remains a badly-misunderstood topic. Teaching, therefore, is a critical skill that socialist organizers can and must hone and master.  Different situations calls for different teaching methods, or pedagogies. How do we know which method to use? How do we improve our own efficacy in presenting information? 

Liberation School's fresh book, Revolutionary Education: Teaching and practice for socialist organizers, explores these questions from the viewpoints of history, theory, and practice. Edited by Nino Brown, the book compiles essays from educators, organizers, and journalists on revolutionary education and socialist educational methods.

Brown explains in his essay on building organizations and developing cadre that organizers have much to learn from the suffering, sacrifices and victories of our comrades in struggle all over the world. "We are all linked by our common oppression under imperialism," he writes. The job of a revolutionary is to help make the revolution. To do that, socialists need to make more revolutionaries.

How do socialists win people over? Socialists are actually in the most favorable moment for socialists in the U.S. in decades. Organizer Walter Smolarek explains that organizers have the opportunity to make connections with working people and build a base of support through different tactics, including provisioning direct services.

Provisioning direct services, commonly referred to as "mutual aid", can be a way to make inroads with communities. Even an inherently nonrevolutionary activity can be used as an opening to bring people into the political struggle for socialism, but the tactic itself cannot be confused with the strategy. When a current approach does not work, organizers must recalculate and find new tactics to reach people.

The goal of Revolutionary Education, after all, is the emancipation of humankind.

Guinea-Bissau's struggle for independence led by the liberator, theorist, and educator Amilcar Cabral is one such example.

Curry Mallot traces the history of how the small west African country became a world leader in decolonial education, in large part due to the leadership of revolutionary Amílcar Cabral. For more than 400 years Guinea-Bissau was a colony of the vicious Portuguese empire, Mallot writes, whose colonial mode of education was "designed to foster a sense of inferiority in the youth." Colonial educators set predetermined outcomes sought to dominate learners by treating them as if they were passive objects.

Militant historian Sónia Vaz Borges, the child of Cape Verdean immigrants, grew up in Portugal. Vaz Borges experienced firsthand the colonial education taught to the African diaspora in the colonial center. In an interview with Breaking the Chains, she recounts how the African community "does not see themselves reflected in official versions of Portuguese history." Political education is not abstract.

Socialists must be able to explain the class character of all events. Organizers know socialist revolution is the only path to survival, yet how do we convince others of its necessity? Revolutionary teaching has to give the person all of the keys needed to be able to interpret events. "Every event has an origin and a process of development," explains Frank González, director of Cuba's Prensa Latina news agency in a 2006 interview with Gloria La Riva.

Television overwhelms us with images, González notes, but the same media denies space to interpret events. The development of social media has only exacerbated these effects. In the end, bourgeois media leaves people with nothing but confusion.

In a separate essay, Mallott explores Soviet psychologist Lev Vygotsky's ground-breaking work that shows how people's development corresponds to their past and present experiences. Thought emerges from engagement with the concrete world. "While all of us have been shaped by this racist, sexist, capitalist society," Mallott writes, "we never lose the ability to grow, change and think differently."

Intelligence is an attribute but also a social construct. How do you tell children facing hunger, homelessness, and police brutality to be more "gritty", when in fact they already put in tremendous effort to survive? Organizer Jane Cutter in her essay on comradeship emphasizes that all progressive people must be willing to learn from experience and work in collaboration. 

Revolutionary Education closes with two practical appendices for day-to-day organizing. "Formulating study and discussion questions" explains how to break out of a linear mode of education. The sample questions are in and of themselves instructive for the tactics they represent in addition to the thought that they provoke. Learning facts and timelines goes hand-in-hand with discussion with others, reflection on ideas and combining those with our own experiences.

Comprehension questions, for example, help distill dense texts down to their key points. Questions that focus on the identification of significance help people understand why the author themselves highlighted portions as key. For revolutionaries, perhaps the most important types of questions are those that apply and extend our knowledge of the world. How can revolutionary pedagogy sharpen our ability to educate and reach people?

The second appendix covers teaching tactics that can be applied in study groups or classrooms. Some material is best presented in a lecture form, while other situations call for more interactive engagement through having participants draw out concept maps.

How do we best reach people? How do we make sure that our message is getting across? Each situation calls for its own tactics. Revolutionaries must be flexible and adaptable according to the needs of the moment. Learning is an endeavor that requires effort on the part of both participant and teacher.

Marx closes his 1872 letter with an encouragement to work through such difficulties. "There is no royal road to science, and only those who do not dread the fatiguing climb of its steep paths have a chance of gaining its luminous summits."

Those in the struggle for socialism will find in Revolutionary Education a worthy climbing tool indeed.

Patricia Gorky co-hosted the podcast Reading Capital with Comrades.

The Decarceral Possibilities of Political Education

By John Kamaal Sunjata

We must confront the carceral structures mechanistically embedded in our methods of education. Unfortunately, school as a social formation reflects the deeper, carceral logics animating the racial capitalist state. Therefore, we must take an abolitionist approach to education that subverts its institutional patterning—the acquiescence of our collective will, the subordination of our critical faculties, and the total indoctrination of the masses for the purposes of status-quo reproduction. The current style of education (re)fabricates racial capitalist social relations and extends the racial-coloniality of white supremacy. Part of revolutionary political education then must cultivate an environment wherein educators are not mere fonts of carceral authority, but authoritative fulcrums in the invention of decarcerated learning. The student is not an object where “knowledge” is deposited, rather both the student and educator are subjects in the process of learning. Paulo Friere identified the banking model of education, the one we are most intimately familiar with, in his Pedagogy of the Oppressed, and advocated for what he called the “problem-posing method.” Learning is the process where we gather useful data and construct information in reflective participation and reflexive equilibrium with material reality. Knowledge is the result of this dynamic feedback, a culmination of exertions where we engage our critical faculties and weigh numerous rationales against material reality; material reality itself is an active participant in the process of knowledge-creation. The individualized struggle against the obstacles of intellectualism becomes a shared, collectivized struggle when all concerned parties are partnered together in pitched, dialectical motion as its functionaries.

Education must not be an exercise in the domination of the vulnerable, but an exercise in the liberation of the oppressed. We don’t want to reproduce carceral forms, we want learning environments where freedom flourishes edenistically. The dominant convention supports racial capitalism, racial-colonialism, and white supremacism; the dominant convention is ultimately the state of ordinary and extraordinary oppressions due to the machinations of political economy. If we endeavor to overturn the dominant convention, we must design the learning environments where revolutionaries are created. For education to be a force that produces revolutionaries, we must curate intellectual creativity, curiosity, and critique. Collapsing the relationship of carceral authority that educators hold over students is crucial to creating a shared struggle, and a shared struggle is crucial for mutual respect. As such, mutual respect only springs forth once unjustified hierarchies are directly confronted and vigorously resisted. The natural advantage the educator tends to hold above the student is intellectual experience in the form of crystalized and fluid knowledge. However, despite this, there is still space for shared struggle to occur.

Shared struggle is a necessary and sufficient condition for liberation for, as Chairman Fred Hampton once said, “If [we] dare to struggle, [we] dare to win. If [we] dare not struggle, then…[we] don't deserve to win.” Shared struggle is only possible in the presence of opposition. Opposition always presents a reactionary resistance inversely related to any new sociopolitical currents. Reactionary resistance cannot be overcome without a greater revolutionary opposition or an escalation in the level of shared struggle. So, shared struggle itself is necessary for dramatic ruptures from dominant convention. Protracted relationships of mutual respect transform into relationships of true solidarity. When an educator engages in an abolitionist politic, they will develop true solidarity with their students. When the educator is in true solidarity with their students, their institutional authorities will be utilized to protect the students from the carceral logics of schooling. The educator in democratic consultation with the students will develop ethical and sensible ways to solve interpersonal conflicts without soliciting any part of the carceral state.

An epistemic dialogue is the set of relations dialectically forged between educator–students and student–educators as subjects in learning through the shared struggle within an educational environment, inherited or developed. The communities within the sphere are affected by these dynamics as the subjects engage their material realities based upon new discoveries. True solidarity directly engages everyone with the epistemic dialogue required to collectively transform our material realities. The interactions that take place within the epistemic dialogue can be regarded as epistemic discourses. When we develop our capacities to critically approach epistemic discourses, we are equipping ourselves with tactics and strategies to subvert the dominant convention that defines our current epistemic dialogue. Our capacities are bolstered by sharpening our reflective participation and reflexive equilibrium.

Reflexive equilibrium requires we balance theory against intuitive convictions; develop general principles of ideas alongside their moral judgments, and balance ethical statements with opposing or antagonistic ethical concepts against the moral conceptions undergirding the general principles motivating so-called “common sense.” We must consider the logical corollaries of every decision and anticipate the decisions that our decisions may make. In short, we think, learn, and adjust accordingly through an interactive process.

We must also hone our reflective participation, or our investigation of phenomenon from our experiments and reflecting upon generated insights. Without an abundance of active reflection, in the presence of passive participation, people will default on the side of the dominant capitalist–imperialist paradigm. Counterrevolutionary forces will (re)create what we currently have: a society of pawns. Hence, it is the responsibility of educators and students to prefigure the ecosystem conducive for producing revolutionaries.

50 years since Attica Rebellion: Reflections on the Prisoners’ Paris Commune

By Sharon Black

Republished from Struggle La Lucha.

Including a special interview with Tom Soto, Prisoners Solidarity Committee observer. 

On Sept. 9, 1971, approximately 1,500 prisoners in Cell Block D seized the Attica Correctional Facility in upstate New York, after submitting a 27-point manifesto to the prison administration in an attempt to address the torturous conditions inside the prison.

At the time of the uprising, 2,300 prisoners were sandwiched into a prison built for barely 1,600 people. White supremacy behind the walls was evident everywhere, from how prisoners were housed to brutal work assignments. 

Prisoners were allowed one shower per week and one roll of toilet paper a month. They labored for five hours a day and were paid between 20 cents and $1 for the entire day. For 14 to 16 hours, they were locked in tiny 6-foot by 9-foot cells.

A revolutionary mood

It is critical to understand the broader historical context in which this rebellion took place. How could people who were so beaten down, whose lives hung in the balance at the whim of a guard, take such heroic action?

Outside of the jails and also inside many prisons, a battle was raging for the national liberation of Black, Puerto Rican, Indigenous and Chicanx people. A new revolutionary mood was sweeping the country to end all kinds of oppression. 

Millions of people were protesting the Vietnam War. The women’s liberation movement was beginning to blossom. The Stonewall Rebellion had sparked a lesbian, gay, bisexual, transgender, queer and Two Spirit (LGBTQ2S) liberation movement. Just two years later, the occupation of Wounded Knee by the American Indian Movement (AIM) took place. 

The McKay Commission (New York State Special Commission on Attica) later commented: “With the exception of Indian massacres in the late 19th century, the State Police assault which ended the four-day prison uprising was the bloodiest one-day encounter between Americans since the Civil War.” 

Organizing behind the walls

Serious organizing was going on inside Attica prior to the rebellion. Many of the groups outside the prison were reflected inside, including the Black Panther Party, the Young Lords, the Nation of Islam and the Five Percenters. Many had study groups. The Attica Liberation Faction developed in this period.    

In July 1971, the Attica Liberation Faction presented a list of 27 demands to Commissioner of Corrections Russell Oswald and Gov. Nelson Rockefeller. This list of demands was based on the Folsom Prisoners’ Manifesto crafted by Chicanx prisoner Martin Sousa in support of a November 1970 prisoner strike in California. (For more background, see Project NIA.)

Then, on Aug. 21, 1971, Black Panther leader George Jackson was gunned down by racist guards in California’s San Quentin prison. Prisoners all across the country, including several hundred in Attica, went on hunger strikes. The assassination of George Jackson became the glue that allowed the Attica prisoners to unite across religions, nationalities and political factions.

The prisoners’ Paris Commune

On Sept. 9, Attica prisoners seized the facility. They took corrections officers hostage to ensure that their protest would be heard, since they had received no response to their manifesto from the corrections commissioner or governor.

While the events that took place on Sept. 9 were spontaneous and began as a clash between guards and prisoners, the level of organizing and what became a full-scale uprising were the result of the revolutionary leadership and consciousness that had grown during this period.

What’s remarkable is the high degree of organization and discipline of the thousands of prisoners who took part. They elected a central committee, which rotated chairpeople; they organized a 33-person observers’ committee, which included not only attorney William Kunstler, Black Panther Bobby Seale, New York State Assemblymember Arthur O. Eve, and representatives of the Young Lords, but also Tom Soto of the Prisoners Solidarity Committee. 

Demands were continually being developed. A major one was amnesty for all prisoners.

Countless photos show the rows of tents, preparatory ditches and many of the other measures the prisoners organized. They voted on demands and rationed food and water for survival. During the entire occupation, the 40 hostages were treated humanely.  

The concrete demands that developed during the insurrection included all aspects of survival in the prison, including health, food, ending solitary confinement, the right to visitation and a list of labor rights, including the right to a union and an end to exploitation.

The first time the working class took power into its own hands was the insurrection known as the Paris Commune of 1871. The communards canceled rents, recognized women’s rights, abolished child labor, took over workplaces and set up their own form of government. The commune served as a historical example to many revolutionary socialists of the potential for a workers’ state. It was ultimately put down in blood, but the lessons remain.

A century later, on Sept. 13, 1971, Gov. Rockefeller ordered the storming of Attica prison. With helicopters flying overhead, close to 1,000 state troopers, national guard troops and prison guards fired into the yard, killing 39 people and wounding 85 in what can only be described as a massacre. This took place in just 15 minutes.

Many of those wounded received no medical care. The prisoners had no guns or bullets to defend themselves.

The press screamed that the 10 captive guards who died had their throats slit. But autopsies showed that all 10 had been shot to death by Rockefeller’s storm troopers. 

What happened in the immediate aftermath of the slaughter is too painful to fully describe.  Prisoners were stripped naked, beaten, made to run through gauntlets of guards and brutally tortured. Guards stormed into the yard chanting “white power.”

A battle cry for liberation 

Nevertheless, the Attica uprising and the massacre stirred prisoners everywhere. It’s estimated that 200,000 prisoners protested and held strikes in its aftermath. The number of prison rebellions doubled. 

It continues to serve as a beacon today for those fighting against racism and mass incarceration and for workers’ rights everywhere.

Paulo Freire’s Centennial: Political Pedagogy for Revolutionary Organizations

By Derek Ford

Republished from Liberation School.

All revolutionary processes are educational. From organizing meetings and study groups to writing protest speeches and propaganda before the revolutionary moment to creating new revolutionary educational and cultural institutions and training teachers and specialists after the seizure of power, revolution is educational through and through. Yet exactly what kind of educational operations does revolution entail, and how can we understand and practice them?

It is precisely these questions that Paulo Freire addressed in his classic work, Pedagogy of the Oppressed.

One hundred years after his birth in the Brazilian state of Pernambuco, Freire’s name is widely recognized and, relatively speaking, so too is his canonical text. Yet the book is referenced or discussed more than it is deeply engaged. This is particularly evident when Freire’s work is severed from its revolutionary Marxist orientation [1].

While it’s often taken as an abstract guide-book for how to teach, Pedagogy of the Oppressed is really a theoretical reflection on his own experiences teaching peasants how to read and write, a theory he extends to revolutionary movements, leadership, and organization. After spending 70 days in prison for “treachery” [teaching poor peasants to read and write], he was exiled from Brazil following the military junta in 1964. He eventually settled in Chile, which is where he wrote Pedagogy of the Oppressed. The book has been targeted by the right wing in the U.S. (it is currently banned from public schools in Arizona). It addresses the educational components of revolutionary movements and, as such, it is littered with references to Marx, Lenin, Fanon, and others. Specifically, the book is concerned with how the revolutionary leadership pushes the struggle forward, or how it teaches and learns from the masses in struggle.

The pedagogies of oppression and liberation

The pedagogy of the oppressed has two stages. During the first stage, “the oppressed unveil the world of oppression and through praxis commit themselves to its transformation.” During the second stage, which is after the world of oppression has been transformed, “this pedagogy ceases to belong to the oppressed and becomes a pedagogy of all people in the process of permanent liberation” [2].

The first stage addresses how the oppressed view and relate to the world. It begins by acknowledging that the oppressed possess both an oppressed consciousness and an oppressor consciousness. The oppressor consciousness is the enemy that needs to be liquidated: “The oppressor consciousness tends to transform everything surrounding it into an object of its domination. The earth, property, production, the creations of people, people themselves, time—everything is reduced to the status of objects at its disposal” [3].

This is what capitalism does: it takes everything and makes it into private property, including our ability to labor. This has a profound impact on the world, even instilling the oppressor consciousness in the oppressed. Thus, we have to distinguish an oppressor consciousness from the oppressed person, and we have to transform that consciousness.

The way that we engage in that transformation is absolutely crucial, and this is where the question of pedagogy comes into play. Freire calls the traditional form of pedagogy “banking pedagogy.” In banking pedagogy, the teacher is the one who possesses knowledge and the students are empty containers in which the teacher must deposit knowledge. The more the teacher fills the receptacle, the better teacher she is. The content remains abstract to the student, disconnected from the world, and external to the student’s life. Banking pedagogy—which is what most of us in the U.S. experience—assumes that the oppressed are ignorant and naïve. Further, it treats the oppressed as objects in the same way that capitalism does.

For Freire, education must be rooted in the daily lives and experiences of students, who are subjects rather than objects. The correct educational method for revolutionaries is dialogue, which means something very specific. To truly engage in dialogue means becoming partners with the people. In this situation, “the teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow” [4]. This process is referred to as conscientização, or coming-to-critical-consciousness.

A decisive element to the location and direction of conscientização is the pedagogical relationship. This relates to Freire’s critique of the banking model of education and to his reconception of the teacher-student relationship. The dialogic model is a relationship between teacher and student, one which is more—but, and this is absolutely crucial, not completely—horizontal. In this schema, “people teach each other, mediated by the world, by the cognizable objects which in banking education are “owned” by the teacher [5]. The teacher does not relinquish authority or power, as if that was even possible. Instead, the teacher takes responsibility for producing new critical knowledge of reality with the student.

While the pedagogical relationship and process are important parts of Freire’s thought, they have tended to be isolated from Freire’s ideological commitments and have come to stand in for Freire’s entire work. As a graduate student in a fairly critical school of education, I was only assigned the first two chapters of the book, and I’m convinced this is common practice. These chapters are rich; they’re where he denounces banking pedagogy and formulates dialogical pedagogy in response. When we stop here, however, we don’t discover the reason why he bothered writing the book in the first place.

By selectively reading the book, Freire’s dialogic pedagogy is substituted wholesale for his broader conceptual and political work, his vocabularies and theories that generated new understandings of education and revolution. There is nothing inherent in dialogue or dialogic pedagogy that necessarily leads to progressive, critical understandings. For this to happen the content must be placed in a particular context by a teacher. Peter McLaren, one of the few U.S. educational theorists to insist on Freire’s revolutionary commitments (and a comrade of Freire’s), goes so far as to say that “political choices and ideological paths chosen by teachers are the fundamental stuff of Freirean pedagogy” [6]. We can’t divorce the methodology from the ideology, the theory from the method, or the critical from the pedagogy in Freire’s work.

The dangerous fourth chapter

Freire begins the last chapter of Pedagogy of the Oppressed with “Lenin’s famous statement: ‘Without a revolutionary theory there can be no revolutionary movement,’” which Freire rewords to insist that revolutions are achieved neither by verbalism nor by activism “but rather with praxis, that is, with reflection and action directed at the structures to be transformed” [7]. It would be just as wrong to claim that reflecting on and helping name oppression is enough for revolution as to claim that activism is enough for revolution. The task of revolutionaries is to engage with our class and our people in true, authentic dialogue, reflection, and action. If we have dialogue and reflection without action, then we are little more than armchair revolutionaries. On the other hand, if we have only action without dialogue and reflection, we have mere activism.

Reflection and action are not divisions of labor between revolutionary leaders and the people, whereby the leaders think and direct and the people are only able to act on their orders. “Revolutionary leaders,” he writes, “do bear the responsibility for coordination and, at times, direction—but leaders who deny praxis to the oppressed thereby invalidate their own praxis” [8]. People and revolutionary leaders act together, building and acting in unity before, during, and after the revolution.

The prerequisite for such leadership is the rejection of the “myth of the ignorance of the people” [9]. Freire acknowledges that revolutionary leaders, “due to their revolutionary consciousness,” have “a level of revolutionary knowledge different from the level of empirical knowledge held by the people” [10].

The act of dialogue unites lived experience with revolutionary theory so that people understand what causes their lived experience to be as it is. This is a restatement of Lenin’s conviction that spontaneous knowledge of exploitation and oppression must be transformed through the Party into revolutionary consciousness of the relationship of our experience to the relationship of broader social, economic, and political forces at differing scales: within the factory, the city, the state, and the world.

This is a Marxist philosophy of education in that it rests on the presumption of competence. We can see it, for example, when Engels writes that he and Marx “cannot co-operate with men who say openly that the workers are too uneducated to emancipate themselves, and must first be emancipated from above by philanthropic members of the upper and lower middle classes” [11]. We can also see it in What is to be Done? as Lenin argues against economist Marxists, who hold that the working class develops its own revolutionary consciousness spontaneously as a result of daily struggles with the bosses. Lenin argued that spontaneity was only consciousness “in an embryonic form,” and that something more was needed. Spontaneity is necessary but is ultimately limited to “what is ‘at the present time’” [12]. In other words, spontaneity by itself isn’t able to look beyond isolated daily struggles and forward to a new society. Lenin called the spontaneously generated mindset “trade union consciousness.”

Lenin believed that workers were capable of more than trade union consciousness. He actually derided those who insisted on appealing to the “average worker:” “You gentlemen, who are so much concerned about the ‘average worker,’ as a matter of fact, rather insult the workers by your desire to talk down to them when discussing labor politics and labor organization” (p. 153). He wrote that organizers had actually held workers “back by our silly speeches about what ‘can be understood’ by the masses of the workers” [13]. The economist organizers treated workers as objects rather than subjects. They didn’t believe in the people or their potential.

Freire actually calls on Lenin when he insists revolutionary leadership is open and trusting of the people. “As Lenin pointed out,” he writes, “the more a revolution requires theory, the more its leaders must be with the people in order to stand against the power of oppression” [14]. This isn’t a naïve acquiesce but a belief in the power of the masses to become not only agents of revolutionary movements but creators of revolutionary theory through the Party. As Lenin also observed, that the Party creates a particular group of theoreticians: In the Party “all distinctions as between workers and intellectuals… must be obliterated” [15].

There is no abstract celebration of “horizontalism” within such a pedagogy. The form of the revolution and its leadership isn’t accorded abstractly; it can be more horizontal or more vertical and triangular, depending on the circumstances. Here, Freire turns to Fidel Castro and the Cuban Revolution to argue that their historical conditions compelled them to revolt without building widely with the people. Yet the leadership pursued this task immediately after taking power through organization, specifically the party. Tyson Lewis is one of the few to observe that “Freire himself clearly saw his pedagogy as a tool to be used within revolutionary organization to mediate the various relationships between the oppressed and the leaders of resistance” [16]. This is why Freire looked so favorably upon Amílcar Cabral [17].

Uniting politics and pedagogy for revolution

Revolutionary organizers, therefore, are defined not just by the revolutionary ideals they hold or actions they take, but by their humility, patience, and willingness to engage with all exploited and oppressed people. It is not possible for us to “implant” the conviction to fight and struggle in others. Coming-to-critical-consciousness is a delicate and contingent process that can’t be scripted in advance. Still, there are a few general components to it.

First, we have to truly get to know our people, their problems, and their aspirations. This means that we have to actually learn from people, acknowledging that, even if this is their first demonstration, or even if they voted for a democrat in the last election, they actually have something to teach us. The more experiences we learn from the people the richer our theories are and the more connection they can have to the daily realities of workers and oppressed people today. Our class is bursting with creative and intellectual powers that capitalist society doesn’t allow us to express or develop. The revolutionary party is stronger the more it cultivates these powers.

Second, we have to provide opportunities for others to understand their problems in a deeper and wider context, and to push their aspirations forward. Freire gives a concrete and relatable example of this:

“…if at a given historical moment the basic aspiration of the people goes no further than a demand for salary increases, the leaders can commit one of two errors. They can limit their action to stimulating this one demand or they can overrule this popular aspiration and substitute something more far-reaching—but something which has not yet come to the forefront of the people’s attention… The solution lies in synthesis: the leaders must on the one hand identify with the people’s demand for higher salaries, while on the other they must pose the meaning of that very demand as a problem. By doing this, the leaders pose as a problem a real, concrete, historical situation of which the salary demand is one dimension. It will thereby become clear that salary demands alone cannot comprise a definitive solution” [18].

Through this process, both the people and the revolutionary leadership act together and collectively name the world. Genuine knowledge is produced, and authentic action is taken, and real conviction for the struggle is strengthened.

Freire’s popularity presents an opening to draw many into the struggle and, in particular, the communist struggle. By re-establishing the link between his pedagogy and politics, we can draw those who admire his work into the movement. At the same time, we can better understand, adapt, and practice his pedagogical principles in our day-to-day organizing. “Only in the encounter of the people with the revolutionary leaders,” Freire writes in the book’s last sentence, “can this [revolutionary] theory be built” [19].

References

[1] This process started with the advent of U.S. “critical pedagogy” in the early 1980s, and Freire’s later work might have played a role in it as well. See Malott, Curry S. (2015).History and education: Engaging the global class war(New York: Peter Lang), 63.
[2] Freire, Paulo. (1970/2011).Pedagogy of the oppressed(New York: Continuum), 54.
[3] Ibid., 58.
[4] Ibid., 80.
[5] Ibid.
[6] McLaren, Peter. (2015).Life in schools: An introduction to critical pedagogy in the foundations of education, 6thed. (Boulder: Paradigm Publishers), 241.
[7] Freire,Pedagogy of the oppressed, 125-126.
[8] Ibid., 126.
[9] Ibid.
[10] Ibid., 134.
[11] Marx, Karl and Friedrich Engels. (1991). “Marx and Engels to August Bebel, Wilhelm Liebknecht, Wilhelm Bracke and others (circular letter),” trans. P. Ross & B. Ross, inMarx and Engels collected works (vol. 45), ed. S. Gerasimenko, Y.Kalinina, and A. Vladimirova (New York: International Publishers), 408, emphasis added.
[12] Lenin, V.I. (1902/1987). “What is to be done?” inEssential works of Lenin, ed. H.M. Christman (New York: Dover Publications), 67.
[13] Ibid., 156.
[14] Freire,Pedagogy of the oppressed, 138.
[15] Lenin, “What is to be done?”, 137.
[16] Lewis, Tyson E. (2012). “Mapping the constellation of educational Marxism(s),”Educational Philosophy and Theory44, no. S1: 98-114.
[17] Malott, Curry. (2021). Amílcar Cabral: Liberator, theorist, and educator,”Liberation School, 20 January. Availablehere.
[18] Freire,Pedagogy of the oppressed, 183.
[19] Ibid.

Walter Rodney’s Revolutionary Praxis: An Interview With Devyn Springer

By Derek Ford

Republished from Liberation School.

The following interview, facilitated by Derek Ford, took place via e-mail during June and July in preparation for Black August, when progressive organizers and activists deepen our study of and commitment to the Black struggle in the U.S. and the anti-colonial and anti-imperialist class struggles worldwide. During this time, we wanted to provide a unique and accessible resource on Walter Rodney, the revolutionary Guyanese organizer, theorist, pedagogue, political economist, and what many call a “guerrilla intellectual.” Liberation School recently republished Rodney’s essay on George Jackson here.

About Devyn Springer

Devyn Springer is a cultural worker and community organizer who works with the Walter Rodney Foundation and ASERE, an extension group of the Red Barrial Afrodescendiente. They’re a popular educator who doesn’t just study Rodney but practices his philosophies. Since 2018, they’ve hosted the Groundings podcast, which is named after Rodney’s revolutionary educational praxis. The podcast, which has addressed an impressive array of topics relevant to the struggle, is available on all major streaming platforms. They’ve written timely and important pieces on politics and education in academic and popular outlets, some of which can be found here. They’ve also produced the documentary Parchman Prison: Pain & Protest, and you can support their work and get access to exclusive content by supporting their Patreon.

Derek Ford: Thanks so much for agreeing to this interview, Devyn. I always look forward to working and learning with you and I appreciate your work on revolutionary movements and education. I know you’re involved with the Walter Rodney Foundation, which is not just about preserving his legacy but promoting the revolutionary theories, practices, and models he developed. Can you tell me a bit about the Foundation, your role, and why it’s important for the movement broadly in the U.S.?

Devyn Springer: The Walter Rodney Foundation was formed by the Rodney family in 2006, with the goal of sharing Walter Rodney’s life and works with students, scholars, activists, and communities around the world. Because of the example Walter Rodney left in his own personal life and the principles he established in his work, we see supporting grassroots movements, offering public education, and the praxis of advancing social justice in a number of ways as what it really means to share his life with the world; Walter Rodney was as much a fan of doing as he was speaking, after all. We have a number of annual programs, including many political education classes oriented around themes related to Rodney’s body of work—colonialism, underdevelopment, Pan-African struggle, scholar-activism, assassination, Black history, the Caribbean, etc. We also run ongoing projects like the Legacies Project, which is actively seeking and collecting stories and oral histories around the world about Walter Rodney.

I’ve volunteered with the WRF since around 2013. I currently help coordinate the Foundation’s social media, and offer other types of support as needed.

I feel the Foundation is crucial for the movement broadly for a number of reasons. First, the critical analysis of slavery, colonialism, imperialism, and underdevelopment Rodney gave in works like How Europe Underdeveloped Africa remains relevant, and we need organizations dedicated to distilling this knowledge. Second, because our movement must reckon with the lives, works, histories, struggles, and relevance of the elders past and present who we owe so much to, whether it’s the Claudia Jones School For Political Education, the Paul Robeson House & Museum, Habana’s Centro Martin Luther King Jr., or the Walter Rodney Foundation: there needs to be organizations and groups dedicated to maintaining these legacies and continuing their work.

More than just maintaining legacies, in other words, the WRF also makes sure that Walter Rodney’s critical analyses remain critical, and do not get co-opted. Finally, the foundation is important because it is run by the Rodney family, who themselves have extensive decades of organizing, advocacy, and knowledge which is always beneficial. (And I must clarify, whenever I speak of a ‘movement’ broadly as above, I am speaking about the global Black Liberation Movement foremost, in a Revolutionary Pan-Africanist sense).

Those are precisely the reasons we wanted to do this interview, particularly to expose readers (and ourselves) to the broader range and context of his work, and to learn more about the depth of his praxis and why it’s needed today. To start then, can you give our readers a bit of historical and biographical context for Walter Rodney’s life and work? What was happening at the time, who was he working with, agitating against, etc…?

I will try to be brief here and give some basic biographical information, because there’s so much one could say. Walter Rodney was an activist, intellectual, husband, and father, who lived and visited everywhere from Guyana, Jamaica, the USSR, Cuba, and Tanzania, to Kenya, Uganda, Ghana, London, Spain, Portugal, Italy, the U.S., and Canada. He was born in Georgetown, Guyana in March 1942, where he was raised and resided for much of his life. He graduated from the University of the West Indies (UWI) in Jamaica in 1963, then received his PhD with honors in African History from the School of Oriental and African Studies in London at the age of 24. His thesis, A History of the Upper Guinea Coast, 1545-1800, was completed in 1966 and then published in 1970, and I highly recommend it to readers [1].

Rodney was deeply influenced by a number of revolutionary movements and ideologies which had flourished during his lifetime: the multitude of armed African decolonial struggles across the continent, the Black Power Movement in the U.S., Third World revolutionaries like Che, Mao, and Cabral, and Pan-African/Marxist praxis generally. Walter Rodney taught in Jamaica, working to break the bourgeois academy from its ivory tower, where he delivered a number of groundings across the island to the working class, including the Rastafari and other marginalized communities at the time. While at the 1968 Black Writers’ Conference in Montreal, Canada, the Jamaican government banned him from re-entering on the grounds that his ‘associations’ with Cuban, Soviet, and other communist governments posed a threat to Jamaica’s national security. Massive outbursts now known as the “Rodney Riots” subsequently broke out across Kingston. Rodney spent many months writing in Cuba prior to traveling to the University of Dar es Salaam in revolutionary Tanzania in 1969. 

In 1974, Walter returned to Guyana to take up an appointment as Professor of History at the University of Guyana, but the government (under the dictates of President Forbes Burnham) rescinded the appointment. Rodney remained in Guyana and helped form the socialist political party, the Working People’s Alliance, alongside activist-intellectuals like Eusi Kwayana and Andaiye. Between 1974 and 1979 he emerged as the leading figure in the resistance movement against the increasingly repressive government led by the People’s National Congress, which can be summarized as publicly espousing Pan-African, anti-aparatheid, and socialist talking points while running a despotic, corrupt Western-backed state operation.

He gave public and private talks all over the country that served to engender a new political consciousness in the country, and he stated in his speeches and writing that he believed a people’s revolution was the only way towards true liberation for the Guyanese people. During this period he developed and advocated the WPA’s politics of “People’s Power” that called on the broad masses of people to take political control instead of a tiny clique, and “multiracial democracy” to address the steep obstacles presented by the racial disunity between Afro-Guyanese and Indo-Guyanese peoples (which is still present today).

On June 13, 1980, shortly after returning from independence celebrations in Zimbabwe, Rodney was assassinated in Georgetown, Guyana by an explosive device hidden in a walkie-talkie, given to him by Gregory Smith, former sergeant in the Guyana Defense Force. Smith was subsequently given new passports and secretly flown out of the country. Donald Rodney, Walter’s younger brother who was in the car with him when the bomb went off, was falsely accused and convicted of being in possession of explosives; he fought to clear his own name for decades until April of this year, when Guyana’s appellate court exonerated him. A few weeks later the Government of Guyana officially recognized Walter’s death as an assassination. This comes after years of struggle on behalf of the Rodney family, particularly Dr. Patricia Rodney and the WRF. Walter was just 38 years old at the time of his assassination, but his legacy is continued by his wife, three children, and the dozens of incredible speeches, essays, interviews, and books he gave and wrote.

Rodney’s best-known work is How Europe Underdeveloped Africa. Why do you think that is? What are his main arguments there, and are they still relevant to understanding Western imperialism and African resistance?

That’s a special type of book that, like few others, can completely change or deeply influence one’s politics. Rodney essentially put forth a historical-materialist argument showing that economically, politically, and socially, Europe was in a dialectical relationship with Africa, wherein the wealth of Europe was dependent upon the underdevelopment of Africa. In other words, Rodney shows with painstaking detail how European capitalism (and eventually the global capitalist system) could not have existed without the systematic precolonial exploitation of Africa, the massive amounts of capital generated through the Maafa, later the expansive economic, political, financial, and social domination under direct colonial rule, and the continuing—or perfecting—of these exploitative processes under the current neo-colonial world order. As Rodney puts it:

“Colonialism was not merely a system of exploitation, but one whose essential purpose was to repatriate the profits to the so-called mother country. From an African viewpoint, that amounted to consistent expatriation of surplus produced by African labor out of African resources. It meant the development of Europe as part of the same dialectical process in which Africa was underdeveloped” [2].

It remains his most recognized work because it remains incredibly relevant, both in the sense that the current world capitalist structure is built on this historical underdevelopment of the South, and because, under imperialism, the North must still exploit and perpetually underdevelop the South. Its publication marked a significant contribution to theories of underdevelopment and dependency. Alongside revolutionary intellectuals like Samir Amin and Osagyefo Kwame Nkrumah, it was groundbreaking in that it applied Marxism to the Third World with great precision and depth. Further, Rodney goes into detail about not just underdevelopment but the history of class society and feudalism in Africa, social violence, fascism, agrarian struggles, racism, enslavement, gender, economics, misleadership and African sellouts, and so much more. In some ways, I like to think of it as a foundational text for revolutionaries in the same way that many consider Marx’s Capital or Marx and Engels’ The Communist Manifesto to be.

One example of its relevancy is in thinking about labor and the workforce as it relates to slavery. Rodney uses data to explain that the social violence of the Maafa had a deep impact on African development because it removed millions of young Africans from the labor force, created technological regression, and directed whatever mass energy aimed at productive or technological innovation towards the trade in human captives.

He says, “The European slave trade was a direct block, in removing millions of youth and young adults who are the human agents from whom inventiveness springs. Those who remained in areas badly hit by slave capturing were preoccupied about their freedom rather than with improvements in production” [3]. I relate this to the crisis of incarceration in the U.S., wherein millions of Africans are removed from the labor force, removed from their families and communities, and in the same way, are removed even from the very opportunity of innovation and production to instead perform hyper-exploited, forced labor at the hands of the settler-capitalist state. Ruth Wilson Gilmore’s work has, to an extent, explained how the capitalist state necessitates this incarceration, and in the same way I’d suggest that European capitalism’s violently expansive nature necessitated the multitude of exploitative interactions with Africa, from slavery to neo-colonialism.

What about the influence it’s had, not just academically but in terms of revolutionary struggles?

I get letters, emails, and calls almost on a monthly basis from incarcerated people who are reading not only that book but also The Groundings With My Brothers, an underrated gem of Rodney’s. They’ve formed reading groups and created zines around his work; asked me to further explain concepts he mentions; and even drawn incredible illustrations of Rodney. I find this engagement with Rodney equally valuable (and often more rewarding) as that of academics. Patricia Rodney has told me that over the decades incarcerated people have consistently gravitated towards Rodney’s work and written to her, likely because of the accessible way he’s able to break down complex concepts. I’m actually currently working with the WRF on a project to donate many copies of Walter Rodney’s books to incarcerated people, and hopefully in the coming months we’ll have more info to share on this.

Beyond that, Rodney’s work has globally influenced the left in more ways than I could explain or speculate in this interview. His revolutionary African analysis has corrected Eurocentric views of history and allowed us to better understand the important role decolonization plays in our fight against imperialism. He also offers a great example for young writers, researchers, and organizers on how to write materialist history and analyses. For example, as one reads his work it’s impossible not to note the multitude of ways Rodney directly eviscerates bourgeois historians and apologists.

Please keep us updated on the WRF project, because we’ll definitely want to support it. It seems that Rodney was exemplary at achieving true “praxis,” the merging of theory and practice. One of the ways this shows up most is in his pedagogical work–his theories and practices–which he called “groundings.” It’s not just a pedagogy, but a practice of decolonizing knowledge and empowering oppressed people to organize, at least as I understand it. I know it’s influenced your own work and you’ve written about it, so how would you describe it to someone just joining the struggle, or just learning about imperialism, colonialism, and racism?

Yes, I co-wrote a piece titled “Groundings: A Revolutionary Pan-African Pedagogy for Guerilla Intellectuals” that’s available for free online, and which I plan to re-write/expand soon, and my podcast is named after this pedagogical model as well. Usually, when people refer to Rodney’s “groundings” they are referring to his period as a professor in Jamaica, where he quite literally broke away from the elitist academy and brought his lectures to the people: in the streets, the yards, the slums, wherever workers and others gathered. He gave public lectures on African and Caribbean history, political movements, capitalism, colonialism, Black Power, etc. These groundings were often based on what people expressed interest in learning about, and Rodney found ways to make various topics relevant and important to the lives of those listening. In many regards, Rodney should be placed next to popular educators like Paulo Freire for his contributions and his example of merging theory with practice. The book The Groundings With My Brothers is a collection of speeches, many given at or about these groundings [4].

More than just giving public lectures, groundings entailed democratizing knowledge and the tools of knowledge production, which are traditionally tied up with the capitalist academy. He empowered communities to tap into their own histories, oral and written, to generate knowledge and research amongst themselves based on their interests and needs, to place European history and Eurocentric frameworks as non-normative, and to hold African history as crucially important to the process of African revolution. He brilliantly lays out the importance of African history in Black liberation in “African History in the Service of Black Liberation,” a speech he gave in Montreal, ironically at the conference from which he would not be allowed to return to Jamaica [5].

In the most basic terms, I would explain groundings as the act of coming together in a group, explaining, discussing, and exploring topics relevant to the group’s lives; everyone in the group listens, engages, contributes, reasons, and grounds with one another, and all voices are valued. Groundings can take place inside of jail cells, within classrooms, in parks and workplaces, or anywhere the intentions of Afrocentric group dialogue and learning are maintained.

One of the interesting things about The Groundings With My Brothers is the way it moves from Black Power in the U.S. to Jamaica, to the West Indies, to Africa, and then to groundings. As a final set of questions, can you explain what he meant by Black Power and Blackness, and what they had to do with education?

Well, to understand that book you have to understand a bit about the context in which the book arose. In Groundings we see Rodney’s ability to take seemingly large concepts like neo-colonialism, Black Power, Blackness, etc., and break them down to a level that could engage people. It taught them how to make sense of the fact that the people oppressing them were the same color and nationality as them. In the midst of decolonization and independence movements sweeping the world, there was a crucial Cold War and neo-colonization taking place simultaneously. Facilitating this counter-revolution were several African leaders and activists employed to do the bidding of imperialist powers seeking to regain or retain their power. In Jamaica, this was no different: the Jamaican government in 1968 went so far as to ban any literature printed in the USSR and Cuba, as well as an extensive list of works about Black Power and Black revolution, including those of Black Power activists such as Trinidian-born Kwame Ture (Stokley Carmichael), Malcolm X, and Elijah Muhammad.

Placed in this context, we see that Rodney’s work explaining the U.S. Black Power movement’s importance and relevance for the Caribbean and Africans everywhere was quite important in raising the political consciousness of working-class Africans. A key part of this was educating on the role of “indigenous lackeys” or “local lackeys of imperialism” in maintaining the (neo)colonial status quo. In a speech initially published as a pamphlet titled, Yes to Marxism!, he says:

“When I was in Jamaica in 1960, I would say that already my consciousness of West Indian society was not that we needed to fight the British but that we needed to fight the British, the Americans, and their indigenous lackeys. That I see as an anti-neo-colonial consciousness as distinct from a purely anti-colonial consciousness” [6].

His distinct analysis of misleadership and its colonial implications was a searing threat, as Dr. Charisse Burden-Stelly wonderfully explains [7].

Rodney defines power as being kept ‘milky white’ through imperialist forces of violence, exploitation, and discrimination, and that Black Power in contrast may be seen as the antithesis to this imperialist, colonial, racial demarcation that structures capitalist society. The following quote is long, but I want to quote it in full because I find it useful. He says:

“The present Black Power movement in the United States is a rejection of hopelessness and the policy of doing nothing to halt the oppression of blacks by whites. It recognises the absence of Black Power, but is confident of the potential of Black Power on this globe. Marcus Garvey was one of the first advocates of Black Power and is still today the greatest spokesman ever to have been produced by the movement of black consciousness. ‘A race without power and authority is a race without respect,’ wrote Garvey. He spoke to all Africans on the earth, whether they lived in Africa, South America, the West Indies or North America, and he made blacks aware of their strength when united. The USA was his main field of operation, after he had been chased out of Jamaica by the sort of people who today pretend to have made him a hero. All of the black leaders who have advanced the cause in the USA since Garvey’s time have recognised the international nature of the struggle against white power. Malcolm X, our martyred brother, became the greatest threat to white power in the USA because he began to seek a broader basis for his efforts in Africa and Asia, and he was probably the first individual who was prepared to bring the race question in the US up before the UN as an issue of international importance. The Students Nonviolent Coordinating Committee (SNCC), the important Black Power organisation, developed along the same lines; and at about the same time that the slogan Black Power came into existence a few years ago, SNCC was setting up a foreign affairs department, headed by James Foreman, who afterwards travelled widely in Africa. [Kwame Ture] has held serious discussions in Vietnam, Cuba and the progressive African countries, such as Tanzania and Guinea. These are all steps to tap the vast potential of power among the hundreds of millions of oppressed black peoples” [8].

He defined Black Power in the U.S. context as “when decisions are taken in the normal day-to-day life of the USA, the interests of the blacks must be taken into account out of respect for their power – power that can be used destructively if it is not allowed to express itself constructively. This is what Black Power means in the particular conditions of the USA” [9].

Rodney finds there are three ways in which Black Power applies to the West Indies:

“(1) the break with imperialism which is historically white racist; (2) the assumption of power by the black masses in the islands; (3) the cultural reconstruction of the society in the image of the blacks” [10].

I’m sure this was a much longer answer than anticipated, but I find it incredibly important to understand that Walter Rodney’s conception of Black Power was revolutionary, and was also fundamentally inspired by his Marxist approach which sought to apply these revolutionary ideals to the specific context of the Caribbean and Africans globally. He also explains, in detail, his notion of ‘Blackness’ as being stretched differently to how we conceive of ‘Blackness’ today to include the entirety of the colonized world. He states, “The black people of whom I speak, therefore, are non-whites – the hundreds of millions of people whose homelands are in Asia and Africa, with another few millions in the Americas;” however he clarifies that “further subdivision can be made with reference to all people of African descent, whose position is clearly more acute than that of most nonwhite groups” [11].

He places Blackness as the most crucial element, stating “Black Power is a doctrine about black people, for black people, preached by black people,” and later adds that “once a person is said to be black by the white world, then that is usually the most important thing about him; fat or thin, intelligent or stupid, criminal or sportsman – these things pale into insignificance” [12]. This understanding stands in relevance to Frantz Fanon’s similar move, where he states: “In the colonies the economic infrastructure is also a superstructure. The cause is effect: You are rich because you are white, you are white because you are rich. This is why a Marxist analysis should always be slightly stretched when it comes to addressing the colonial issue” [13].

It wasn’t long but incredibly informative and the context you’ve given has helped me grasp his moves throughout that book. I’ve really appreciated your time and energy, and definitely recommend that our readers check out your podcast and other work. I’m looking forward to our next collaboration!

References

[1] Walter, Rodney A. (1966).A history of the Upper Guinea Coast, 1545-1800, PhD dissertation (University of London). Availablehere.
[2] Rodney, Walter. (1972/1982).How Europe underdeveloped Africa(Cambridge: Harvard University Press), 149.
[3] Ibid., 105.
[4] Rodney, Walter. (1969/2019).The groundings with my brothers, ed. J.J. Benjamin and A.T. Rodney (New York: Verso).
[5] Rodney, Walter. (1968). “African history in the service of Black liberation.” Speech delivered at the Congress of Black Writers, referenced fromHistory is a Weapon, undated, availablehere.
[6] Cited in Burden-Stelly, Charisse. (2019). “Between radicalism and repression: Walter Rodney’s revolutionary praxis,”Black Perspectives, 06 May. Availablehere.
[7] Ibid.
[8] Rodney,The groundings with my brothers, 14-15.
[9] Ibid., 18.
[10] Ibid., 24.
[11] Ibid., 10.
[12] Ibid., 9, 10.
[13] Fanon, Frantz. (1961/2005).The wretched of the earth, trans. R. Philcox (New York: Grove Press), 5.

Walter Rodney on Marxism in Africa (1975)

By Walter Rodney

Republished from Red Sails.

Walter Rodney was born in Guyana in 1942, acquired his doctorate in England at the age of 24, and then traveled widely in the Caribbean and Africa. In 1972 he published his legendary work How Europe Underdeveloped Africa. He was assassinated via a car-bomb in Georgetown in 1980, and the crime is widely believed to have been orchestrated by Forbes Burnham, the president of Guyana at the time. Rodney gave this speech at Queen’s College in New York, USA in 1975. [1]

First of all, we must understand the background for this kind of debate. When one is asked to speak of the relevance of Marxism to Africa at this particular point in time one is being asked to involve oneself in a historical debate, an ongoing debate in this country, particularly among the Black population. It is a debate which has heightened over the last year and, from my own personal observations, is being waged in a large number of places across this country. Sometimes it appears in the guise of the so-called Nationalist versus the Marxist; sometimes it appears in the guise of those who claim to espouse a class position as opposed to those who claim to espouse a race position. Thus it would not be possible for us in a single session to enter into all the ramifications of that debate, but it does form the background for our discussions.

It is an important debate. It is an important fact that such issues are being debated in this country today, just as they’re being debated in Africa, in Asia, in Latin America, and in many parts of the metropolitan world — in Western Europe and in Japan — because the widespread nature of the debate and its intensity at this time is a reflection of the crisis in the capitalist-imperialist mode of production. Ideas and discussion do not simply drop from the sky. It is not simply a plot on the part of certain individuals to engage others in a meaningless debate. Whatever the outcome of the debate, whatever the posture the different participants adopt, the very fact of the debate is representative of the crisis in capitalism and imperialism today and, as the crisis deepens, people find it more and more difficult to accept the old modes of thought which rationalize the system which is collapsing. Hence the need to search for new directions and, quite clearly, Marxism and Scientific Socialism pose themselves as one of the most obvious of the available options.

The question is not new to Africa or to the Black people as a whole — that is perhaps essential to understand. Many of us have before raised the question of the relevance of Marxism to this or that. Its relevance to Europe; many European intellectuals debated its relevance to their own society. Its relevance to Asia was debated by Asians; and, to look at it geographically, its relevance to Latin America was debated by Latin Americans. Individuals have debated the relevance to Marxism to their own time. Was it relevant to the 19th century? If so, was it still relevant to the 20th century? One can debate its relevance to a given facet of the culture of a society, or to its law or culture as a whole. These are all issues that have been debated before, and we should have some sense of history when we approach the question today, because with that sense of history we can ask, “Why is it that the question of the relevance of Marxism to society always crops up?” And — a very brief answer — I would suggest that what is common to the application of the question is, first of all, a condition of crisis, a condition of struggle, a condition in which people are dissatisfied with the dominant mode of perceiving reality. At that point they ask about the relevance of Marxism.

More than that, the second condition is people do ask the question because of their own bourgeois framework. Because one starts out located within the dominant mode of reasoning, which is the mode of reasoning that supports capitalism, and which we will call a bourgeois framework of perception. Because one starts out that way, it becomes necessary to raise the question about the relevance of Marxism. After one is advanced, it is probably more accurate to raise the question of the relevance of bourgeois thought, because the shoe would be on the other foot! But initially it is true that however much the bourgeoisie disagree, there is one common uniting strand to all bourgeois thought: they make common cause in questioning the relevance, the logic and so on, of Marxist thought. And therefore, in a sense, unfortunately, when we ask that question, we are also fitting into that framework and pattern. We are also, in some way, still embedded to a greater or lesser extent in the framework of bourgeois thought, and from that framework we ask with a great degree of hesitancy and uncertainty, “What is the relevance of Marxism?”

It is particularly true in our parts of the world — that is, the English-speaking parts of the world — because the Anglo-American tradition is one of intense hostility, philosophically speaking, towards Marxism. A hostility that manifests itself by trying to dissociate itself even from the study of Marxism. If you were to check on the continental tradition in Europe, you would find it is not the same. French, German, and Belgian intellectuals, whatever their perspective, understand the importance of Marxism. They study it, they relate to it, they understand the body of thought which is called Marxism, and they take a position vis-à-vis that body of thought. In the English tradition — which was also handed down to this part of the world, to the Caribbean, to many parts of Africa — it is fashionable to disavow any knowledge of Marxism. It is fashionable to glory in one’s ignorance, to say that we are against Marxism. When pressed about it one says “But why bother to read it? It is obviously absurd.” So one knows it is absurd without reading it, and one doesn’t read it because one knows it is absurd. And therefore one, as I said, glories in one’s ignorance of the position. It is rather difficult to seriously address the question about the relevance of Marxism unless one does the basic minimum of accepting that one should attempt to enter into this full body of thought — because it is a tremendous body of literature and analysis. And from the outside as it were, addressing the question is extremely difficult. Indeed, I would say it is pointless. Strictly from the outside, without ever having moved towards trying to grapple with what it is, to ask “What is its relevance?” is almost an unanswerable question. And I think in all modesty, those of us who come from a certain background — and we all come from that background — one of the first things we have to do is establish a basis of familiarity with the different intellectual traditions, and, as we become familiar with them, we can then be in a better position to evaluate Marxism’s relevance or irrelevance, as the case might be.

Now I will proceed on the assumption that what we are trying to discern in this discussion is whether the variants of time and place are relevant. Or, let me put it another way: whether the variants of time and place make a difference to whether Marxism is relevant or not. In a sense, we would almost have to assume its validity for the place in which it originated, Western Europe. We don’t have the time to deal with that in detail. But we can then ask, assuming that Marxism has a relevance, has a meaning, has an applicability to Western Europe — or had, in the 19th century — to what extent does its validity extend geographically? To what extent does its validity extend across time? These are the two variables: time and place. And those can be translated to mean historical circumstances — time — and culture, which means the place, and what social and cultural conditions exist in each particular place. For us — to make it more precise: Black people — no doubt well-meaning Black people will ask the question whether an ideology which was historically generated within the culture of Western Europe in the 19th century is today, in the third quarter of the 20th century, still valid for another part of the world — namely Africa, or the Caribbean, or Black people in this country [United States]. Whether it is valid to other societies at other times. And this is the kind of formulation which I wish to present [for discussion].

The Methodology of Marxism

I would suggest two basic reasons why I believe that Marxist thought — scientific socialist thought — would exist at different levels, at different times, in different places, and retain its potential as a tool, as a set of conceptions which people should grasp. And the first is to look at Marxism as a methodology, because a methodology would virtually, by definition, be independent of time and place. You will use the methodology at any given time, at any given place. You may get different results, of course, but the methodology itself would be independent of time and place. And essentially, to engage in some rather truncated presentation of Marxism, inevitably oversimplifying, but nevertheless necessary in the context of limited time, I would suggest as one of the real bases of Marxist thought that it starts from a prespective of man’s relationship to the material world; and that Marxism, when it arose historically, consciously dissociated itself from and pitted itself against all other modes of perception which started with ideas, with concepts and with words, [and adapted itself] to the material conditions and the social relations in society. This is the difference with which I will start: a methodology which begins its analysis of any society, of any situation, by seeking the relations which arise in production between men. There are a whole variety of things which flow from that: man’s consciousness is formed in the intervention in nature; nature itself is humanized through its interaction with man’s labour, and man’s labour produces a constant stream of technology which in turn creates other social changes. So this is the crux of the scientific socialist perception. A methodology that addresses itself to man’s relationship in the process of production on the assumption — which I think is a valid assumption — that production is not merely the basis of man’s existence, but the basis for defining man as a special kind of being with a certain consciousness. It is only through production that the human race differentiates itself from the rest of the primates and the rest of life.

What does it [Marxism] pose itself against? It poses itself against a number of hypotheses, a number of views of the world which start with words and concepts. For those who are familiar with Marx’s own evolution, it is well known that he started by looking first at Hegel, a very plausible and perceptive analyst of the 19th century who was guilty, in Marx’s own estimation, of putting forward an entirely idealist position, one that placed ideas in the centre of the universe and saw the material world virtually deriving from those ideas. In thinking about this, I felt that I wouldn’t go into Hegel, I would go further than Hegel for a classic exposition of the idealist world view. I take it from the New Testament, the Book of John, where he stated:

“In the beginning was the Word, and the Word was with God. And the Word was God.”

That is the classic exposition of the idealist position. You take every other thing from there: the Word was God! But we are suggesting that the word is itself an emanation from people’s activity as they attempt to communicate with each other, as they develop social relations out of production, and that we shouldn’t be mystified with words. Naturally enough we will have to deal with concepts and with the force of consciousness, which is a very powerful force, which even some Marxists have been tempted to underestimate.

Now Marx, taking that broad framework of methodology, tried to apply it to Western Europe. He applied it to a range of societies in different places and at different times, but he concentrated his attention to Western Europe. If you examine the body of literature produced by Marx and Engels you will find that they speak about slavery, about communal society, about feudalism, but by and large they concentrate on capitalism. They hardly even talk about socialism. Marx’s great contribution was his fantastic critique of an existing society, capitalist society. How did it come into being in a particular part of the world? The vast proportion of their literature concerns this question.

But, as I said when I talked about pre-capitalist society, especially feudalism, they talked about some other parts of the world. Occasionally Marx mentions the “Asiatic mode of production.” Occasionally he came across to look at the data concerning the United States. So he had something of a geographical span and a long time span. But it was so minimal in comparison with the bulk of his work that it is true that a lot of people have taken Marx’s method and his conclusions and have seen them as one and the same thing, that Marxism is not merely a certain methodology applied to Western Europe, but that Marxism is itself an ideology about Western Europe, about capitalism in the 19th century, and it cannot transcend those boundaries. When, clearly, Marx was doing the job he had to do: he was looking at his own society, he was doing it under some of the most adverse conditions, he was doing it by mastering bourgeois knowledge and putting it to the service of change and revolution. I would suggest, then, that the method was independent of time and place. It is implicit in Marx and it becomes explicit in post-Marxian development, using Marxian in the literal sense of the life of Marx himself. After Marx’s death you will get the evolution or the development of scientific socialist thought with other individuals recognizing that the methodology can be applied — must be applied — to a different time, must be applied to a different place.

Again, presenting our history in a very abbreviated form, we can look at Lenin, at his application of Marxist theory to Russian society. That is one of his principal contributions. The young Lenin, the first major thesis which he wrote, was the Development of Capitalism in Russia. He had to deal with his own society. He had to take those formulations out of the specific cultural and historical context of Western Europe and look at Eastern Europe, at Russia which was evolving differently, and to apply it to his own society. This he did. He had at the same time to consider the time dimension. That in the 19th century Marx was writing about what has now come to be called the classic period of capitalism, the entrepreneurial version of capitalism, and by the latter 19th century this had given way to monopoly capitalism. It had given way to imperialism.

So Lenin had to deal with method by applying it to a new dimension in time. So he wrote about capitalism in its imperialist stage. So those are the two variants operating: the ideology, the methodology of it (we’ll stick to the methodology for the time being) being applied to different societies at different times. Having made the point for Lenin, I hope it becomes clear for a number of people: Mao Zedong applying it to Chinese society, which was a different society from Russian society. Understanding the inner dynamics of Chinese society, relating to the question of the peasantry in a different and more profound way than any previous writer, because that was the nature of Chinese society, and he had addressed himself to that. And finally, for our purposes the most important example, the example of Amilcar Cabral. Because he was dealing with Africa. Cabral, in one of his essays, the one entitled The Weapon of Theory, if I recall correctly, one of his most important essays, began by making it clear that the best he could do was to return to the basic methodology of Marx and Engels. But it was not possible for Cabral to begin the analysis of the history of Guinea-Bissau by saying: “I am going to look for classes,” for example. He said, “If I say this I will be denying that my people have any history, because I do not perceive classes for a long period in the genesis of my own people.” Then he referred back to Marx and Engels’ classic statement that “the history of all existing societies is the history of class struggle.” To which Engels had appended a note saying that “by all history we mean all previously recorded history.” It so happens that the history of the people of Guinea-Bissau has not been recorded, and Cabral says: “I want to record that history. We will use the Marxian method. We will not be tied by the concept which arose historically in Western Europe when Marx was studying that society.”

Marx uses the method, and he discerned the evolution of classes and of the phenomemon of classes itself as being a major determinant — the major determinant — in western European history at a particular point in time. Cabral says, “We will begin at the beginning. We will not even concern ourselves initially with classes. We will simply look at men in the process of production. We will look at modes of production in the history of Guinea, and we will see how our society evolved.” So, without much of a fanfare, he was showing the relevance of that methodology to African society. If and when in the history of Guinea-Bissau the aspect of class appears to have historical importance, then Cabral dealt with it. Until such time, he simply stuck to the basis of Marxian methodology which was to look at Guinean people in the process of production, social formations, cultural formations which arose historically, and the direction in which the society was tending.

In many respects, when we today ask the question about the relevance of Marxism to Black people, we have already reached a minority position, as it were. Many of those engaged in the debate present the debate as though Marxism is a European phenomenon and Black people responding to it must of necessity be alienated because the alienation of race must enter into the discussion. They seem not to take into account that already that methodology and that ideology have been utilized, internalized, domesticated in large parts of the world that are not European. That it is already the ideology of eight hundred million Chinese people; that it is already the ideology which guided the Vietnamese people to successful struggle and defeat of imperialism. That it is already the ideology which allows North Korea to transform itself from a backward quasi-feudal, quasi-colonial terrain into an independent industrial power. That it is already the ideology which has been adopted on the Latin American continent and that serves as the basis for development in the Republic of Cuba. That it is already the ideology which was used by Cabral, which was used by Samora Machel, which is in use in the African continent itself to underline and underscore struggle and the construction of a new society.

It cannot therefore be termed a European phenomenon, and the onus will certainly be on those who argue that this phenomenon which has already universalized itself somehow is inapplicable to some Black people. The onus will be on those individuals, I suggest, to show some reason, perhaps genetic, why the genes of Black people reject this ideological position.

When we investigate and try to concentrate or keep central the concept of relevance, we must ask ourselves questions abut the present. What kind of society do we live in today? What kind of societies do Black people live in today in different parts of the world? And while of course we as Black people in this country, in the Caribbean and in different parts of Africa, have our own independent historical experience, one of the central facts is that we are all, in one way or another, located within the capitalist system of production. The society about which Marx wrote, through a process of outgrowth, dominated Africa and the Americas in the era of mercantilism, which was the period that capitalism was growing to maturity. It dominated these parts of the world. It created slave society in the Americas. Subsequent to the slave era, capitalism, even more powerful, was able to incorporate the whole world into a global network of production which derived from Western Europe and North America, a system which had a metropolitan centre or set of metropolitan centres, and a separate set of peripheries, colonies, and semi-colonies. So that we have all, historically, been incorporated within the capitalist system of production, and that is another dimension of the relevance of Marxism.

Even without the translation in terms of time and place, it seems to me that if we have become part of the capitalist-imperialist world, then we owe it to ourselves to relate to, to follow, to understand, and to hopefully adopt and adapt a critique of that capitalist system, because that is essentially what Marx’s writing is about. He was criticising that capitalist system. He did it more effectively than any bourgeois writer, and if we want to understand the world in which we live, which is a world dominated by capitalism, then we must understand the centre of that system, the motor within that system, types of exploitation which are to be found within the capitalist mode of production. So that is yet another factor.

Marxism as Revolutionary Ideology

I had originally suggested there were two basic things, and one was the methodology. My second consideration after methodology is to look at Marxism as a revolutionary ideology and as a class ideology. In class societies all ideologies are class ideologies. All ideologies derive from and support some particular class. So for all practical purposes we have grown up in capitalist society, and bourgeois ideology is dominant in our society. These institutions in which we function were created to serve the creation of ideas as commodities, ideas which will buttress the capitalist system. Now I would suggest historically, as Marx suggested himself, that the set of ideas we call “scientific socialism” arose within capitalist society to speak to the interest of the producers in that society, to speak to the interest of those who are exploited and expropriated, to speak to the interest of the oppressed, of the culturally alienated, and we must understand that, of the two major sets of ideas before us — idealism and materialism, bourgeois philosophy and Marxist philosophy — that each of the two is representative of a particular class. I don’t have the time to go into all the historical roots of the formation of socialism but, briefly, in the 19th century it was with the rise of capitalist society that conditions were created for the development of socialist ideas.

Out of the diverse and unsystematized socialist ideas, Marx was able to formulate a clear and systematic theory: scientific socialism. It had a particular class base and because it had this particular class base, it was revolutionary. It sought to transform and upend the relations in society. Bourgeois ideology is of necessity status quo preserving. It seeks to conserve, it seeks to buttress the given system of production, the relations which flow, the relations which flow from a certain system of production. A scientific socialist position remains revolutionary because it aims — consciously aims — at undermining that system of production and the political relations which flow from it. This is what I mean by revolutionary.

From time to time there are Marxists who have arisen who have attempted to deny or denude Marxism of its revolutionary content. That is true. There are Marxists who have become legal or armchair Marxists, who would like to see Marxism as merely another variant of philosophy, and who treat it in a very eclectic fashion as though one is free to draw from Marxism as one draws from Greek thought and its equivalents, without looking at the class base and without looking whether an ideology is supportive of the status quo or not.

Nevertheless, by and large, we can see Marxism and scientific socialism as subversive of and antithetical to the maintenance of the system of production in which we live. Because ideas, let me repeat, do not float in the sky, they do not float in the atmosphere, they are related to concrete relations of production. Bourgeois ideas derive from bourgeois relations of production. They are intended to conserve and maintain those relations of production. Socialist ideas derive from the same production, but they derive from a different class interest, and their aim is to overthrow that system of production.

Africa and Scientific Socialism

There again I will suggest that African people, like other Third World people, have virtually a vested interest in scientific socialism, because it offers itself to them as a weapon of theory. It offers itself to them as that tool, at the level of ideas, which will be utilized for dismantling the capitalist imperialist structure. This is its concern.

What I will attempt to deal with, as best I can, are certain questions arising from individuals who might say “yes” to most of what I’ve said, and then will ask the question, “Is there no other alternative? Is there no other ideological system which is neither capitalist not socialist, but is anti-capitalist, but addresses itself more humanely, if you like, to the interest of African people wherever they are?” These questions are worth looking into because there are Black people asking these questions, and we have to try and resolve them. My own formulation will be to suggest that we look at concrete examples of African or Black people who have attempted to devise systems which they consider to be non-capitalist and non-socialist. Systems they consider are valid alternatives to scientific socialism for the emancipation of African people.

In this regard we have a number of Pan-Africanists, a number of African nationalists in Africa, in the Caribbean and in this country, who have taken that road. George Padmore did this at the end of his life, and made a sort of distinction — not a sort, he made a distinction between scientific socialism and Pan-Africanism. He said this is the road we will follow: Pan-Africanism. We do not want to go that road which is capitalist; we do not want to go the socialist road; we will derive for ourselves something that is Pan-African.

In a sense Nkrumah followed up upon this and, although at one time he called himself a Marxist, he always was careful to qualify this by saying that he was also a Protestant. He believed in Protestantism at the same time. So simultaneously he was trying to straddle two worlds; the world which says in the beginning was matter and the world which says in the beginning there was the word. And inevitably he fell between these two. It’s impossible to straddle these two. But there he was, and we must grant his honesty and we must grant the honesty of many people who have attempted to do this impossible task and follow them to find out why they failed. They failed because their conception of what a variant different from bourgeois thought and different from socialist thought inevitably turned out to be merely another branch of bourgeois thought. And this was the problem: that bourgeois thought — and indeed socialist thought, when we get down to it — can have a variety of developments or roads and aspects or paths. Bourgeois thought, because of its whimsical nature and because of the way in which it promotes eccentrics, can have any road. Because, after all, when you are not going any place, you can choose any road!

So for bourgeois thought it was possible for these individuals to make what I consider to be a genuine attempt to break with the dominance of bourgeois thought, and yet find in the final analysis that they have merely embraced another manifestation of that which they themselves at the outset had suggested that they were confronting.

There are a number of examples, some more apt than others. Some of the examples actually are Africans who I think, were blatantly dishonest from the beginning. I do think that most of the ideologues of African socialism claiming to find a third path are actually just cheap tricksters who are attempting to hoodwink the majority of the population. I don’t think they’re out to develop anything that addresses itself to the interests of the African people. But, nevertheless, it is part of the necessity of our times that our people no longer are willing to accept anything that is not put to them in the guise of socialism.

And therefore I shan’t in fact go on to African socialism. What I’ll do is take examples of those who were, in my opinion, being serious, being honest. And certainly Kwame Nkrumah was one of these. Nkrumah spent a number of years during the fifties and right up to when he was overthrown — that would cover at least ten years — in which he was searching for an ideology. He started out with this mixture of Marxism and Protestantism, he talked about Pan-Africanism, he went to consciencism and then Nkrumahism, and, there was everything other than a straight understanding of socialism.

What were the actual consequences of this perception? That is what matters to us. Let us assume that he was searching for something African and that he was trying to avoid the trap of adopting something alien. What were the practical consequences of his attempt to dissociate himself from an international socialist tradition? We saw in Ghana that Nkrumah steadfastly refused to accept that there were classes, that there were class contradictions in Ghana, that these class contraditions were fundamental. For years Nkrumah went along with this mish-mash of philosophy, which took some socialist premises but in which he refused to pursue it to its logical conclusion, in which he would accept that one either had a capitalist system based upon the private ownership of the means of production and the alienation of the product of people’s labour, or one had an alternative system which was completely different and that there was no way of juxtaposing and mixing these two to create anything that was new and viable.

A most significant test of this position was when Nkrumah himself was overthrown! After he was overthrown, he lived in Guinea-Konakry and before he died he wrote a small text, Class Struggle in Africa. It is not the greatest philosophical treatise but it is historically important, because it is there Nkrumah himself in effect admits the consequences, the misleading consequences, of an ideology which espoused an African cause, but which felt, for reasons which he did not understand, a historical necessity to separate itself from scientific socialism. It indicated quite clearly the disastrous consequences of that position. Because Nkrumah denied the existence of classes in Ghana until the petty bourgeoisie as a class overthrew him. And then, in Guinea, he said it was a terrible mistake. Yes, the petty bourgeoisie is a class with interests fundamentally opposed to workers and peasants in Africa. Yes, the class interests of the petty bourgeoisie are the same or at least are tied in with the class interests of international monopoly capital and therefore we have in Africa a class struggle within the African continent and a struggle against imperialism. And if we are to aim at transcending these contradictions, of bringing victory and emancipation to the working peoples, the producers of Africa, we will have to grapple with that ideology, which first of all recognizes and, challenges the existence of exploiting and oppressing classes.

It’s a very important historical document. It is the closest that Nkrumah comes to a self-critique. It is the record of a genuine nationalist, African nationalist, who wandered for years with this assumption and feeling that somehow he must dissociate himself in one way or another from scientific socialism because it originated outside the boundaries of his own society and he was afraid of its cultural implications. That is putting it in the most charitable way. But the fear is due, in fact, to aspects of bourgeois ideology. Due to the fact that he made a distinction between social theory and scientific theory, which is not a necessary distinction. That is the distinction which comes out of the history of bourgeois thought.

People seem to have no difficulty in deciding that they are going to use facets of the material culture that originated in the West, whether it originated in capitalist or socialist society. People have no difficulty relating to electricity but they say: “Marx and Engels, that’s European!” They don’t ask the question, “Was Edison a racist?” but they ask the question, “Was Marx a racist?” They genuinely believe that they are making a fundamental distinction, whereas, in fact, this is obscuring the totality of social development. And the natural sciences are not to be separated from the social sciences. Our interpretation of the social reality can similarly derive a certain historical law and hence scientific law of society which can be applied irrespective of its origin or its originators. Of course, it is true, and this is the most appropriate note on which to end, that any ideology, when applied, must applied with a thorough grasp of the internal realities of a given African society.

Marxism comes to the world as a historical fact, and it comes in a cultural nexus. If, for instance, Africans or — let us go back to Asians; when the Chinese first picked up the Marxist texts, they were European texts. They came loaded with conceptions of the historical development of Europe itself. So that method and factual data were interwoven obviously and the conclusions were in fact in a specific historical and cultural setting. It was the task of the Chinese to deal with that, and to adapt it, and to scrutinize it, and see how it was applicable to their society. First and foremost to be scientific it meant having due regard for the specifics of Chinese historical and social development.

I have already cited Cabral in another context, and he reappears in this context. The way in which he is at all times looking at the particularities of class development in contemporary Guinea-Bissau, looking at the potential of classes in Guinea-Bissau at this point in time. And therefore he is, of course, making sure that Marxism does not simply appear as the summation of other people’s history, but appears as a living force within one’s history, and this is a difficult transformation. This is the task of anybody who considers himself or herself a Marxist. However, because it is fraught with so many difficulties and obstacles, many people take the easy route, which is to take it as a finished product rather than an ongoing special product which has to be adapted to their own society.

One finds that in looking at this Marxist theory, at its relevance to race, looking at the relevance of Marxist theory to national emancipation, we come up with a very important paradox, and it is this: that the nationalist, in the strict sense of the word, that is the petty bourgeois nationalist, who aims merely at the recovery of national independence in our epoch, is incapable of giving the peoples of the Caribbean any participation in liberal democracy. The petty-bourgeoisie cannot fulfill these historical tasks, for national liberation requires a socialist ideology. We cannot separate the two. Even for national liberation in Africa, Guinea-Bissau, and Mozambique very clearly demonstrated the necessity for an ideological development — for consciencization, as they say in Latin America — and, the nationalist struggle was won because it came under the rubric of a scientific socialist perspective.

As Cabral said, “There may be revolutions which have had a revolutionary theory and which have failed, but there have certainly been no revolutions which have succeeded without a revolutionary theory.”

Notes

Walter Rodney, 1975. Marxism and African Liberation. [web] ↩

Notes on Revolutionary Hope

By Yanis Iqbal

Humanity stands at a dangerous crossroads: a conflict between making profits and saving human life is clearly emerging, with the latter being sacrificed by the ruling class for the former. Even during a pandemic, the cogs of capitalism have not stopped working in their ruthless rhythm; hunger, wretched poverty, wealth concentration and vaccine imperialism have all moved in a frighteningly unified way, ripping apart the remaining semblances of a dignified existence. While earlier the political architecture carved by capitalists functioned as a democratic fig-leaf, it has become completely unresponsive today. The exigencies of an extremely monopolistic form of capitalism have corresponded to a centralized mode of authoritarian control aimed at containing class struggle. The political structures we currently have are aimed at invisibilizing the empty bellies of countless children and repressing the turmoil in the tin-shack settlements of the global poor.

Capitalism’s progressive putrefaction into a nakedly brutal system of pure oppression demands the discovery of new theoretical tools. Theory can’t maintain a sense of immunity from the cadences of changing conjunctures; it needs to be firmly tied to the specific concreteness of the existing period. Today’s situation calls for a powerful resurrection of revolutionary hope. One of the many functions of the bourgeoisie’s established order is to douse the dialectical fire of hope. Revolutionary hope threatens the fatalism and deterministic thinking so prevalent today. It foregrounds the inherent ability of the working class to vehemently destroy the zones of sheer exploitation built by capitalism. By showing to the subjugated subalterns the possibilities available to them, revolutionary hope binds them to the slogan raised by the Italian socialist weekly The New Order: “Educate yourselves because we will need all your intelligence. Rouse yourselves because we will need all your enthusiasm. Organize yourselves because we will need all your strength”.

Discarding Determinism

For revolutionary hope to come into being, we need to discard determinism. Instead of dialectically locating an individual in the interconnected economic, political and cultural systems, institutions and structures, determinism considers him/her to be unilaterally influenced by it. A determinist conception is based on the dichotomous division of existence into an “external world” and “human consciousness”. In this conception, the external world and consciousness are two different components of human existence. They come in contact with each other only through causal and mechanical means. Both of them are individually isolated from one another, having been transformed into object in the technical sense G.W.F Hegel depicted as “rounded in itself as a formal totality and indifferent to determination by another.”

In response to the parcelized and static interpretation of existence offered by determinism, historical materialism offers us a framework where neither consciousness, nor the “exterior” world, has priority; we have no way of describing either of them prior to the moment of their encounter. The world is not “external” and distinct from human beings; the individual understood as “being-there” (to use Martin Heidegger’s terminology) belongs in the world by the very nature of its existence. Insofar as the world is integral to human existence, human beings can’t be understood apart from as a “being-in-the-world”. They are ensembles of social relations, closely intermeshed in their environment. Antonio Gramsci puts the point in the following way: “all hitherto existing philosophies [before Marxism]…conceive of man as an individual…It is on this point that it is necessary to reform the concept of man. It means that one must conceive of man as a series of active relationships (a process) in which individuality…is not…the only element to be taken into account. The humanity which is reflected in each individual is composed of…1. the individual; 2. other men; 3. the natural world.”

The composite constitution of an individual implies the interiorization of social determinations: interiorization of the relations of production, family background, the historical past, and the contemporary institutions. All these internalizations are then exteriorized in acts and options which necessarily refer us back to them. This means that economic structures do not cause human actions but become interiorized by humans as they act. Social relations are both the medium and the outcome of human interaction. Humans produce and reproduce social structures through their actions and these structures condition, enable and constrain human behavior and social action in society. Thus, abstract societal relations are instantiated, lived, enacted, reproduced and potentially challenged through processes of communication in everyday life.

The dynamic of interiorization-exteriorization highlights the fundamental fact that although human beings are affected by their circumstances, they are also the propelling force of history. As Jean Paul Sartre said, “Men make their history on the basis of real, prior conditions (among which we would include acquired characteristics, distortions imposed by the mode of work and of life, alienation, etc.), but it is the men who make it and not the prior conditions. Otherwise men would be merely the vehicles of inhuman forces which through them would govern the social world.” Since history has a subject (human beings), there always exists the possibility of breaking free from the shackles of contradictory forces. While structures do exist, EP Thompson states that their impact upon us can’t be understood “as pre-determined programming or the implantation of necessity, but as the ‘setting of limits’ and the 'exerting of pressures.’”

The tangible manifestations of the complex interaction between structure and agency are reflected in the base-superstructure metaphor deployed by Karl Marx in his book “A Contribution to the Critique of Political Economy”. Widely misinterpreted as an instance of deterministic thinking, it is in fact a sophisticated conception of history, sensitive to the manifold movements of a societal totality. In a nuanced analysis of Marx’s topographical metaphor, Alasdair MacIntyre writes that the economic base of a society provides “a framework within which superstructures arise, a set of relations around which the human relations can entwine themselves, a kernel of human relationships from which all else grows…[in]creating the basis, you create the superstructure. These are not two activities but one.” In Marx’s view “the crucial character of the transition to socialism is not that it is a change in the economic base but that it is a revolutionary change in the relation of base to superstructure”.

A New Aim

Sartre defined a human being as “the totality of that he does not yet have, of all that he could have.” This definition emphasizes the centrality of the goal-directed life-activity of living individuals. A human being exists in the future, in the sense that it relates to itself in terms of the possibilities that it projects for itself. Sartre understands this to mean that human reality is limited by the aim it sets itself. It is by freely projecting the possibilities of one's existence that one determines how one sees things, what function they have, and their place in the world. This means that consciousness towards objects is made possible by consciousness’ transcendence, its power to see objects in the light of its own possibilities that it projects into the future. In other words, consciousness sees things in a particular light because of its project which surpasses current reality and, in so doing, approaches it through negation. I see the world in terms of what it could be because I see it not in terms of what I am but in terms of what I could be.

 In the current conjuncture, Marxism needs to intensively engage with the human being’s ability to engage in a conscious alteration (negation) and projection of that which is not yet real. Neoliberal capitalism has seeped into these spaces of an individual’s future-orientedness, ossifying it with its logic of fatalistic thinking. However, this does not signify a permanent closure of a radical future - in the words of Gramsci, “fatalism is nothing other than the clothing worn by real and active will when in a weak position.” Socialism needs to remove every iota of fatalism from the spaces of future so that a new aim can be constructed. This can happen only if the reality of revolutionary hope is fully recognized.