"There is No Straight Line to a Just Food System": What We Do with Our Bodies Until Then

By David Pritchett

Two Kinds of Farming

The summer of 2012 was hot in the Midwest. By the fourth week of temperatures over ninety degrees Fahrenheit, and over two months without rain, the grass was brown and many of our crops in Northeastern Indiana were not faring much better.

I lived on a twenty-six acre farm, three acres of which my friends and I were homesteading and vegetable gardening. Our farm - "Bluefield Farm," named after the abundant chicory with its blue blossoms - was an oasis in the middle of an industrial agriculture desert. The surrounding landscape, on the other hand, was filled with acres of corn and soybean. Most of the farm lay pastured with organic hay, but we planted market gardens on about one and a half acres of the landscape.

The work was hard but rewarding. Gardens require thoughtful soil preparation--compost or manure ensure proper nutrition for the plants, and manual tillage loosens the soil so that roots can take hold and take up crucial minerals, but unlike plows, does so without killing beneficial worms and fungal threads. Hand tillage and planting of even two acres can be backbreaking, but shared labor lightened the work, and even made it enjoyable. Mentors helped us to know when to start seeds, how and when to transplant, and offered tips and strategies for dealing with insects and weeds without utilizing chemicals. Late night research provided information on companion and succession planting, to negotiate plant tolerance and space. And always, the gardens humbled us with our amateur knowledge of how to grow enough to feed ourselves with a margin of extra.

The contrast between our farm and the surrounding agricultural practices was evident on a daily basis. Our small-scale gardens were planted with seedlings before the surrounding fields were dry enough for the tractors to till. Even in the heat and drought of 2012, we had some crops that survived. The diversity of our planting plan meant that although some of our vegetables did not tolerate the hot, dry weather, some did. Surrounding us though, were thousands of acres of soybeans and corn that desiccated into brown stalks without the water they needed. The large scale of those farms of hundreds or even thousands of acres was brittle and fragile.

But it was an event that summer - a disaster - that truly marked the difference between industrial food production and the small scale agroecology we practiced on Bluefield farm. Up the road just a quarter mile was another kind of farm. A chicken farm, but more properly just a collection of large industrial buildings. This was an egg production facility, alleged to provide all the eggs for all the Kroger grocery stores east of the Mississippi. I believed this to be true, because it consisted of four buildings, each a quarter mile long and one hundred yards wide. The factory boasted of two million hens, each housed in a cage constructed such that the daily egg born of their bodies was moved on a conveyor belt to be collected, cleaned, bleached, and packaged. Production was mechanized to facilitate as little human intervention as possible, but workers were still needed for various tasks - one of the inauspicious duties was the daily chore of collecting birds dead in their cages and throwing them out.

I was in town one scorching day when I heard the news from one of the locals - the giant fans, big as airplane engines, just couldn't keep up with the heat. Those big buildings became giant ovens, and three hundred thousand chickens died from hyperthermia.

When I got home from town, I rushed over to our small chicken coop, constructed of leftover odds and ends of wood and tin nailed onto a frame of two by fours. Our ten hens were fine, pecking away at the occasional insect, and fussing about as they generally did under the shade of a tree. For the rest of the day, though, I could hear the commotion of large machinery in the distance. I was told that they buried the dead chickens--all three hundred thousand--in a massive heap of feathers, flesh, and bones.


Three Pillars of White Heteropatriarchy

Scholar of Indigenous Studies, Andrea Smith, wrote a short but incisive analysis of the interconnected nature of racism in the United States. Her thesis was that while various racialized groups experience racism in different ways, their struggles for liberation are connected as each form of racism is a pillar in white supremacy.

The first pillar is the logic of slaveability/capitalism. The logic of slavery anchors capitalism and at its worst renders black bodies as nothing more than property to be used in the cotton fields, or, after the 13th amendment, to be put to work via Jim Crow laws. Despite eventual abolishment of Jim Crow laws, mass incarceration of black persons today continues the logic of slavery by corporate prisons and prison work for low wages.

The second pillar of white supremacy, according to Smith, is the logic of genocide/colonialism. This logic holds that native people must constantly be disappearing. The myth of the Americas as open landscape for the taking necessitated the genocide of indigenous peoples who had lived in relationship to the land for thousands of years. Religious rhetoric fomented this genocide, calling the "New world" a "new Israel," which of course meant that the colonizers had the right to murder the indigenous inhabitants of the land. The logic of genocide perpetrated the forced displacement of native nations onto reservations and continues today in the myth of the disappeared Indians, spoken of as the original inhabitants who are now vanished.

The third pillar of white supremacy is the logic of orientalism/war. This logic sees Oriental nations (inclusive of the Middle East) as perpetual threats to the superior civilizations of the West. While these exotic foreigners are not disappeared or owned, they loom on the horizon as a source of fear, and thus represent the reason for the creation of the military complex that takes over the national budget of the United States and perpetuates the control of the globe by Western nations. The "War on Terror" that allows everything from drone strikes to water-boarding and indefinite detention of brown bodies continues due to this logic of the foreign threat which justifies perpetual war.

Why discuss racism and white supremacy in an essay about agriculture? Food justice advocates already argue that the food system is inherently inequitable. Class and race have too much impact upon access to healthy foods. Fresh vegetables and less processed foods cost more, and food deserts exist in many urban neighborhoods dominated by people of color.

But analysis of food injustice often misses the explicit links between racial injustice and the manner in which white supremacist logic has affected the land itself. The heart of industrial agriculture extends the three-fold logic of white supremacy against nature itself: just as capitalism commoditized Africans into slaves, so too does profit enslave the soil to constantly produce; along with genocidal policies toward Native Americans came ecocidal land management that disappeared mature ecosystems; finally, the perpetual war against the foreign threat was directed toward pests and weeds. In what follows, I look more deeply into each of these pillars of white heteropatriarchy and how they affect the land community.


Slavery

Just a short walk down the road from Bluefield farm was an old graveyard, with some markers dating to the mid-1800's. Scattered elms and oaks shaded the cemetery, and it offered a quiet place to think. I went there often, sometimes in the heat of the day for a break from weeding, and other times at night to sit pensively under the moonlight. The last part of the ten-minute walk from the farm required a walk up the knoll atop of which lay the gravestones. I did not think much of this rise in the landscape until I heard a story regarding this phenomenon. As it turns out, old cemeteries like the one I frequented often sit higher on the landscape for a reason. These cemeteries were established in the early days of settlement by Americans in the Midwest. As farmers cleared land and farmed for over one hundred and fifty years, poor land husbandry led to significant soil erosion across the landscape. Areas immune to this loss were areas that had never been cleared and farmed--places like graveyards.

Slavery, the fundamental capitalist logic behind white supremacy that allows bodies to be monetized, extends in industrial agriculture against the soil itself. This story of slavery, mineral depletion, and soil erosion goes back to the heart of the European settlement of the Americas, to the earliest of colonies.

In 1606, a shipment of colonists funded by the Virginia Company, a group of wealthy London investors, landed in eastern Virginia. They founded the colony of Jamestown, but struggled to survive, much less to turn a profit for the Virginia Company. But soon the colonists discovered that tobacco grew well in the climate and began producing thousands of pounds to ship back to England. The crop was so profitable that farmers grew only the little food they needed to feed their families and utilized the rest of the land to grow tobacco. By 1617, the colonists were able to send twenty thousand pounds of tobacco in one year across the Atlantic.

But the crop depleted soil fertility at an unsustainable rate. A tobacco plant requires ten times the nitrogen and thirty times the phosphorus that most food crops need. This meant that soon tilled for tobacco soon had to be abandoned, and more land cleared for the crop. After a decade of exporting tobacco, Jamestown colonists petitioned for new land due to soil exhaustion. In addition to the problem of depletion, tobacco farming caused severe erosion. Farmers piled up soil in mounds by hand or with a plow around each plant and left bare. Rains of any significant amount thus washed much of that bare soil away.

The work of tilling and harvesting tobacco was hard, and land clearance was even harder. Land-owning colonists soon capitalized on black and white indentured servants to help with this difficult work, but by the mid-17th century, African slaves with no prospect of freedom were brought in for the task. Within a century, there were over a hundred thousand slaves in the Chesapeake Bay region.

Cash crop agriculture soon led to the rise of class in this New World for the colonists. Wealthy landowners who could afford slaves cleared new land, farmed it for tobacco or cotton until the land was depleted, and then sold the land to poorer farmers who could not afford to buy and clear new land. Once all the land had been settled, plantation owners continued to farm the same soil even with increasingly marginal returns so that they could keep their slaves occupied.

The devaluation of land meant that farmers with wealth did not need to properly tend the soil or care for the land. As soil health declined, the productivity gap was filled by the labor of enslaved black bodies. Because white supremacy deprecated the lives of Africans, the importance of healthy soil itself could be trivialized under slavery.

Although slavery was outlawed (but still exists in the form of prison labor), this same devaluation of soil persists in industrial agriculture. Healthy soil is a rich community itself, consisting of millions of microbes, mycelium, and insects that keep organic and mineral nutrients cycling in a way that benefits not only themselves, but plants as well. But constant tillage and application of fertilizers destroys the soil community and leads to erosive soil loss and the destruction of the microbial and insect community that creates healthy soil. Under slavery, the steady loss of soil productivity was made up for with slave labor that continued to eek out marginal returns. Today, the erosion of soil and fertility is replaced by large machinery powered by fossil fuels and chemical fertilizers that make up for loss of nitrogen, phosphorus, and potassium due to deprivation and depletion.


Ecocide

On Nov 13, 1838, Father Joseph Petit wrote the following description of the Potawatomi Trail of Death to Bishop Bruté:

"The order of the march was as follows: the United States flag, carried by a dragoon (soldier); then one of the principal officers, next the staff baggage carts, then the carriage, which during the whole trip was kept for the use of the Indian chiefs; then one or two chiefs on horseback led a line of 250 or 300 horses ridden by men, women, children in single file, after the manner of savages. On the flanks of the line at equal distance from each other were the dragoons and volunteers, hastening the stragglers, often with severe gestures and bitter words. After this cavalry came a file of 40 baggage wagons filled with luggage and Indians. The sick were lying in them, rudely jolted, under a canvas which, far from protecting them from the dust and heat, only deprived them of air, for they were as if buried under this burning canopy - several died thus."

For the year prior, Petit had been a missionary to the Potawatomi band near Fort Wayne, Indiana. He had been away from Twin Lakes, Indiana, when the Potawatomi Trail of Death began, but had petitioned his superior so that he could join the villagers with whom he had become acquainted. By the time he was able to join the forcibly displaced Potawatomi, many had already fallen ill.

Colonialism is the logic behind indigenous genocide; this same logic conflated indigenous people with their indigenous ecosystems. What were seen as unproductive, pristine forests, were actually tended landscapes that provided for Native American life. Nut-bearing trees provided staple calories. Open meadows provided browse for deer and other game animals. A wide range of encouraged herbs and woody perennials provided for basketry, medicine, and other crafts. Even tribes that were primarily farmers were not recognized as such, since their farms did not look like those of the European settlers. Because of this, Native Americans were displaced, killed, or otherwise marginalized, and at the same time, their native ecosystems deforested and cleared for European style farms. Thus, indigenous genocide and ecocide went hand in hand.

The United States government had made multiple attempts to assimilate the Potawotamis. President Jefferson, ever the champion of the farm, expressed his hope to integrate the tribe into European ways of farming. In a letter to Chiefs Little Turtle and Five Medals, he relayed the following: "We shall with pleasure see your people become disposed to cultivate the earth, to raise heards [sic] of useful animals, and to spin and weave for their food and clothing." (Edmunds, 160).

A few Chiefs had expressed interest in learning settler agriculture, but the overwhelming majority of Potawotami had no interest in the hard lifestyle. Attempts by Quakers to create a model farm to teach the Potawotami failed; the few men who started to assist with farm work soon lost interest, and the leader of the effort, a man by the name of Phillip Dennis, soon gave up.

While the Potawatomi did assimilate somewhat by adopting some of the textiles and goods that Americans sold, they maintained their own traditional lifeways. They continued to live in the wigwam-style house common to the region, and planted small gardens of corn, beans, and squash in the summer, supplementing their diet with hunting in the winter. Officials and missionaries agreed that the tribe had not made strides toward "white civilization." They "adhered with tenacity to the manners of their forefathers while everything around them has changed," according to one report (Edmunds, 227).

Potawotami lands were ceded piecemeal over a quarter century, starting in 1816. This process was complicated by the multiple Potawatomi chiefs involved, as well as the many federal agencies and agents. Population pressure from setters arriving from the east caused problems for the Potawatomi traditional lifestyle. Over hunting and trapping by fur traders and settlers had reduced the deer-herds and small game which the natives depended upon for winter food. Settlers were happy to hunt in Potawatomi lands, but were angered when the Indians encroached upon their farms and settlements.

A conflict in LaSalle county, Illinois, was paradigmatic of settler-indigenous relations in the area. A man named William Davis set up a mill and a blacksmith shop on Indian Creek. He dammed the creek to power the mill, which prevented fish from swimming upstream where a village of Potawatomis lived. This disregard of their food supply angered the villagers, and tensions grew. Davis refused to give in despite being warned by other Potawatomi chiefs who attempted to intervene, and he gathered more settler families around his homestead in an effort to dig in. Eventually, a group of forty Potawatomi attacked the settlement, killing Davis and other men and capturing some women and children.

American settlers continued to pour into the region. Even where Potawatomi had agreed to cede land or allow settlement, land was occupied and cleared for farming so quickly that Chief Metea complained, "the plowshare is driven through our tents before we have time to carry out our goods and seek another habitation" (Edmunds, 220). When new lands were opened for settlement after sale or treaty, often the land-hungry farmers would take up residence before surveyors had properly demarcated the sections belonging to Potawatomi and those open for settlers, creating tension and confusion.

Growing tensions and rising populations of settlers added to the "Indian problem." By the time President Jackson had signed the Indian Removal Act in 1830, the Potawatomi had already sold much of their land, and lost much of the land community that gave them food, medicine, and shelter due to the continual encroachment of white settler farms. Stipulations in the Indian Removal Act were that the relocation of tribes would be voluntary and would move them to land west of the Mississippi.

In 1836, Abel Pepper, commissioned to attempt to purchase the remaining reservation lands in Indiana, compiled a group of dubious Potawatomi leaders he called "the Chiefs warriors, and headmen of the Patawattamies of the Wabash." Although this group had little claim over the land or recognition from the villagers, the Senate recognized the treaty as valid and ratified it. Chief Menominee, one of the leaders who refused to sign or acknowledge the treaty, gave the following charge, worth quoting in full:

"The president does not know the truth. He, like me, has been imposed upon. He does not know that you made my young chiefs drunk and got their consent and pretended to get mine...He would not drive me from my home and the graves of my tribe, and my children, who have gone to the Great Spirit, nor allow you to tell me that your braves will take me, tied like a dog....the President is just, but he listens to the words of young chiefs who have lied; and when he knows the truth, he will leave me to my own. I have not sold my lands. I will not sell them. I have not signed any treaty, and will not sign any. I am not going to leave my lands." (Edmunds, 267)

But the President was not just. White settlers had already been promised the lands around Twin Lakes, Indiana, that Menominee refused to cede. Squatters came, intent on taking the best land before the crowds, and a Potawatomi party burned a squatter's hut, leading to retaliation from settlers, who then burned down a dozen Indian homes.

Pepper requested military assistance, and Senator John Tipton gathered one hundred volunteers for a militia to remove the remaining Potawatomi to land in Kansas. On August 30, 1838, Tipton had the remaining villagers gather, and his militia surrounded the villagers and at forced them to enroll for removal, giving them five days to gather their things. Five days later, the march began. Still, Menominee would not leave the village, and so was forced at gunpoint to go, and placed under arrest with two other chiefs who also resisted.

The march began on September 4, 1838 and concluded sixty-one days later after traveling over six hundred miles to the Osage river in Kansas. Of the forty-two people who died during the march, twenty-eight were children. Petit survived the march and much of what we know is recorded in his journal.

With the Potawatomie and other indigenous tribes largely displaced from their ancestral lands, American settlers were free to turn the landscape into the acres of corn and soybean so quintessential to the modern Midwest. Of the roughly twenty million acres of old growth forest that once covered the state, about two thousand acres remain. Settlers cleared the land for farms, and harvested timber for building, fuelwood, and railroad ties.

Indigenous removal leads to ecocide. Contemporary indigenous groups vocalize this in their advocacy for themselves and for the ecosystems with which they are in relation. The Baiga, who inhabit an area of jungle in India, declare, "the jungle is only here because of us." Similarly, a statement by indigenous peoples from the Amazon articulates their understanding of the deep interrelationship:

"We have used and cared for the resources of that biosphere with a great deal of respect, because it is our home, and because we know that our survival and that of our future generations depends on it. Our accumulated knowledge about the ecology of our home, our models for living with the peculiarities of the Amazon Biosphere, our reverence and respect for the tropical forest and its inhabitants, both plant and animal, are the keys to guaranteeing the future of the Amazon Basin, not only for our people, but also for all humanity."


War

Once the snow melted on the Indiana roads, I would often ride my bike from our farm to town. I learned quickly, however, that early summer was the spraying time. I pedaled past acres of corn and soybean down the straight county roads. When the tractors were out, pulling large tanks labeled "anhydrous ammonia," I had to hope the wind was blowing the fumes away from the road. When the breeze was not in my favor, I did my best to pedal furiously, holding my breath and hoping I could pass the cloud without inhaling too much of it. At other times, the chemical applicants were not labeled, or were dropped by prop plane, and so I could not know what noxious admixtures made it into my lungs. These various chemicals - fertilizers, herbicides, and pesticides - so crucial to industrial agriculture, were at the same time devastating to the community of creatures that tried to inhabit the same space as this technological system.

Summer evenings highlighted this. My friends and I could climb the roof of our barn and see our pastures and the night air above them glowing with the mating rituals of fireflies populating our land; in contrast, the farm fields around us were dark, bleak, and barren. This nightly event was a reminder that our insistence on working with spade and hand rather than by chemical mattered a great deal to the other creatures - insects, birds, and small mammals - who shared the land with us and whose interconnected lives led to a healthy ecology on our small farm. What Smith names as the third pillar of white supremacy, the logic of perpetual war, manifests itself in the war against pests and weeds.

The connection between war and agrochemical has been solid since at least World War I. Fritz Haber, a German chemist, revolutionized agriculture by finding a cheap way to convert inaccessible atmospheric nitrogen to ammonia, a form of nitrogen that could then be converted to explosives or to agricultural fertilizer. This discovery allowed Germany to continue producing both munitions and food despite trade blockage of traditional sources of nitrogen. In addition to his creation of the nitrogen fixation process, Haber became infamous by using his chemistry genius to invent weaponized chlorine gas.

Haber devised a system of pressurized canisters of chlorine which would release mist from the German trenches, needing only a steady but not too strong wind to blow the chemical fog toward Allied forces. On April 22nd, 1915, the German front in France had such favorable winds. After the release of the canister valves, a greenish-yellow cloud moved slowly toward the British and French forces in their trenches. British field marshal John French described the effect of the gas on soldiers: "smoke and fumes hid everything from sight, and hundreds of men were thrown into a comatose or dying condition." But what was for Allied forces a death cloud was to the German army a sight of beauty.

From the journal of German Lieutenant Becker:

"As the cloud rolled forward, it was yellowish-green, a hellish, sulphurous haze. As the sun broke from behind a cloud this new and monstrously beautiful image was lit up before us."

Wrote German Lieutenant Drachner:

"A poisonous green smoke drifted out of the fire trenches as far as the eye could see. One could see the landscape bathed in the most beautiful sunshine as though through a fine veil. It looked like the scene from a fairy tale."

In 1925, the Geneva convention banned the use of chemical weapons in warfare. However, chemicals were still used in creative ways in warfare activity. One of the most widely known of the herbicides used against enemies is Agent Orange. American forces employed this herbicide in Vietnam for a two-fold purpose: first, to defoliate jungle areas where Viet Cong hid, and second, to obliterate crops that could feed the Viet Cong. Over the course of nine years, the United States military sprayed almost twenty million gallons of the chemical over South Vietnam, Laos, and Cambodia. The defoliant did its job and destroyed over five million acres of forest and crop land. "Only you can prevent a forest," joked American soldiers while deploying Agent Orange, in a sardonic nod to Smokey the Bear ads. In addition to wiping out the food systems of many peasant farmers, pollutants from Agent Orange persisted in the environment and continue to wreak devastating effects on the land and Vietnamese.

Insecticides have not been used explicitly in war but represent war against nonhuman life. The best-known synthetic pesticide, DDT, led to a Nobel Prize for its manufacturer, Paul Müller. Its toxicity for non-target species was detrimental and came under fire in the wake of Rachel Carson's Silent Spring. DDT is a persistent organic pollutant which can linger in soils for up to thirty years. The chemical is fat soluble, and thus accumulates up the food chain, especially in birds that depend on insects in their diet. In addition to its toxicity to aquatic and avian life, it has been associated with human cancers, and is known to disrupt hormones.

More recently, neonicotinoids have been used as pest control. However, this class of chemicals has been linked to loss of bees, in which it has been shown to impact foraging and navigation, reduce lifespans, and decrease reproduction in queens. Bees are responsible for the pollination of seventy percent of all flowering plants. It is from these bee-pollinated plants that humans get more than thirty percent of our food.

A case study of the Sichuan province in China heralds the problem. Pomme fruits - that is, apples and pears - are the primary crop of the mountainous Sichuan region, where the flowering trees must be pollinated within five days for the trees to fruit. Use of chemical pesticides grew rapidly with their introduction to the region.

By 1990, a fifty percent decline in the production of the orchards was noticed, a trend corresponding to the rise of pesticide use beginning in the 1970's and subsequent decline of native bees and other pollinators. Even commercial bees introduced later to the orchards died as a result of the pesticides. Now, every year during orchard bloom, people are hired by the thousands to hand pollinate around two hundred thousand trees within the five-day window.


An Apocalyptic Aside

In 1891, Oscar Wilde wrote a play elaborating on the story of John the baptist. The biblical account simply notes a dancer, the daughter of Herodias, who danced before King Herod and his friends. The dance was so remarkable that Herod promised her anything she wanted, up to half his kingdom, yet, what she requested--after consulting her mother--was the head of John the baptist on a platter. Her mother had her own grudge against the prophet John, who had criticized her for marital machinations. Salome, unnamed in the biblical account but known by historical sources, danced her way into the center of a conflict between prophet and power.

This short story inspired Wilde's play, "Salome and the Seven Veils." Wilde deepened the story, however, by adding the motif of the seven veils. The seven veils represent a departure from the biblical story but allude to the myth of the descent of Inanna. In the story of her journey into the underworld of the dead, Inanna encounters seven gates, and at each must remove a garment, until she stands naked at the throne of the goddess of the underworld, her sister Ereshkigal. For Wilde, the veils of Salome symbolize this movement toward the deathly realm. With the removal of each veil, death dances closer.

French artist Alphonse Allais took the story even further in its allegory of death. In his rendering, Salome removes the veils accompanied by the lusty cries of Herod. "Go on, go on," he says. Yet when the last veil falls, he continues to shout for more. Salome complies by ripping the skin from her body. And still, Herod says "go on," so she continues to flay fascia with her fingernails, layer by visceral layer, until nothing is left but bone.

Apocalypse means unveiling. Originally the word referred to the lifting of a bride's veil at a wedding but has since taken on symbolic meaning. In apocalypse, everything hidden will be revealed. But the face underneath the veil is not always good. Sometimes apocalypse is the lover who tells you they are leaving. Sometimes it is the cold calm of a doctor relaying a cancer diagnosis. Occasionally it is the brief moment before dusk when the light slants through the pines and the woods reveal a momentary beauty previously unknown. But mostly, apocalypse pulls back the fabric of cloth and skin to show the bone underneath.

For writers in the ancient genre called apocalyptic, the revealing is about power, history, and hope. Their prophetic imaginations pull back the veil on empires like Babylon and Rome to expose a view from the underbelly. This kind of apocalypse is not personal. It is as big as the arc of history. The subject is not people but powers. Kings become beasts, militaries their horns. Politics play out in the imaginal realm as the beasts vie for control. Within this imaginal realm, apocalyptic writing discloses the dreams of the disempowered. An end to oppression approaches. So many heads of so many beasts become decapitated. Magical scrolls foretell future vindication. Trumpets blast sounds of triumph. Lakes of fire and glittering cities signify the fate, respectively, of the damned and the delivered.

Just because apocalypse has creative imagery does not mean that it is fanciful. Apocalypse is an exercise of what anthropologist David Graeber calls "imaginative counterpower," which is to say, it helps the oppressed name the various powers that seem to control their lives, as well as to imagine an end to these powers. As oral stories, they inspire the hearer. As texts, they show the reader a view from the belly of history, from the people with a knife to their throats as the military raids the coffers and the granaries.

And always, apocalypse shows the skeletons. In the midst of kings shouting with lust, "go on" - more power, more money, ever more consolidation of resources - apocalypse pulls back the flesh and fascia to show the bone-dead trajectory of their desire.

The book of Daniel is one such apocalyptic text, written during the Antiochean rule of Palestine to aid the imagination of an occupied people. It reflects the memory of Hebrew people exiled and taken to Babylon, and thus operates in code--"we have been under the thumb of other rulers," the story seems to say, "and managed to find a way then, so we can do so now."

In the first chapter, the author sets the tone for the book in portraying Daniel and his friends as ones who-despite being captive to empire-attempt to live faithfully to their indigenous ways within it. The story introduces Daniel and friends as intelligent members of Jerusalem's elite taken into service for the king. This assimilation of members of the elite is an important imperial strategy: in the same way that if the urban grid represents a control measure for civilians, putting the social elite at the king's table essentially puts them under his thumb.

The renaming of Daniel and his friends reveals how their lives were meant to be reshaped according to the priorities of Babylon. Just as later nation-states developed surnames in order to track, and tax populations, so the renaming of newly acquired servants is a measure of the degree to which Babylon claimed authority over the lives of the political prisoners.

Daniel's refusal of the king's food constitutes the crux of the story. Patbag, the word at issue here, is the allotted meal taken from the royal coffers to meet the needs of his courtiers. Most interpreters take this refusal to be a religious one-Jews in antiquity often maintained their ethnic and religious distinction vis-a- vis food purity by observing dietary rules. In diasporic communities, food connects people to their culture. Even modern food sovereignty movements advocate for culturally appropriate food. An overlooked area of this issue, however, is that the royal court system depended upon an empire that extracted goods from the margins of empire to benefit the center. As scholar of the Ancient Near East, David Vanderhooft, notes, wresting resources from conquered periphery to the king's palace was commonplace:

"The procedure of funneling resources from the subject populations to the heartland through seizure and exaction was no less important to the Babylonians as it had been to the Assyrians…Nebuchadnezzar campaigned almost yearly in the west, in part to insure order, but also to fill the royal coffers."

The king's table would certainly be maintained by such imperial campaigns; meat and wine would be sourced from tribute from conquered nations, meat being transportable as livestock, and wine as an imperishable good which could travel distance without spoiling. Meanwhile, For the average urban dweller in Babylon, whose had a diet that was more likely grain-based, dependent on grain was transported from the surrounding countryside. Babylon's foodprint, according to one catalogue of grain imports, consisted of an area extending from the Sippa in the north to Sealand in the south, a length of 186 miles of irrigated land. In contrast, vegetables do not travel well, so must be grown nearby.

Daniel's requested diet of vegetables and water represents an alternative to the extractive economy of empire in favor of local fare that could not be stolen from distant places. The refusal of the king's table food, therefore, can be read not just a dietary preference but rather as an act of defiance. If acceptance of the king's food symbolized political allegiance, the alternative diet was an implicit rejection of the king. The four friends might have to live in the king's court, but they would find ways to resist the politics of plunder epitomized by the patbag.


What We Do With Our Bodies

Bodies lie at the heart of the food system. This system is built upon a long history of enslaved bodies, displaced bodies, and bodies maimed or killed by war. Bodies still labor in the sunny fields of California harvesting vegetables. Food goes into our bodies, and builds our bodies. Poisoned food corrupts our bodies with cancer. The very soil into which we plant and harvest is itself full of the composted bodies of so many plants, insects, and animals. That very soil is understood by many to be the outermost skin of the body of the earth. So, when we talk about food, we are really talking about what we do with our bodies, with the bodies of so many racialized people, and with the body of the earth.

The food system is swallowed up in white supremacy. A commonly advocated solution to the ills of the industrial agriculture complex is to "vote with your fork," but such logic will not undo the centuries of colonization, slavery, and war that leave their mark on the landscape of food. In this context of historic and ongoing white supremacy, we must rethink our actions against the food system. "Eating locally," does not mean we have completely removed ourselves from the industrial complex. Your local food is still grown on native lands. At its best, nearly all foods depend somewhere down the chain upon petrochemicals. Too often, even when we buy organic foods, much of the labor to harvest the produce has come from undocumented workers--the very cheapness of our foods relies upon the precarious status of the brown bodies of latinx workers in the fields. And even when we do have access to locally grown and fairly traded foods, we are still in other ways participating in a system in which gentrification and redlining drive black folk into ghettos that are at the same time food deserts. In prisons, where inmates earn between twenty-five cents and one dollar and fifteen cents per hour, companies make a windfall profit off of labor, and the food system benefits as well. For instance, the grocery store Whole Foods, so prized for its conscious consumption, sells artisanal cheese and fish sourced from companies that use prison labor.

When we eat, we must do so knowing that our food has been held up by the system of white supremacy. And because our bodies are made of the stuff we eat, our flesh, too, is maintained by a racist food system. So we come to our gardens and dig in our soil with humility. Because as much as we want to be, we are not free of the complex and all-consuming system of oppression that bell hooks calls white-supremacist-capitalist-patriarchy. But eat we must, so let our eating be an act of discipline and hope. The discipline lies in learning, step by step, seed by seed, carrot by cabbage, how to feed ourselves. Because we cannot be free if we cannot eat, thus we cannot liberate ourselves without taking care of our basic need for nutrition. The hope resides in imagining with each bite the day when people live on lands their ancestors called home, and know that when they take food from the soil they stand upon lands known and tended for millennia by indigenous people.

There is no straight line to a just food system. But by learning from the history of white supremacy in the food system, we can begin to imagine new ways of taking care of our bodies. That will have to include allying with native people who are advocating for land. It will involve rejecting a logic of war against bodies of people, against pests, against the earth herself. It will mean moving beyond a capitalist logic of profit that requires productivity at the cost of the depleted bodies of workers, at the annual loss of billions of tons of soil. This will require work at the level of the body politic. Those who want to change the food system, it seems, must work at once on an individual basis as well as on the larger forces that shape the system.

An ecological metaphor is helpful here. Most plants have what scientists call a root-shoot ratio. This is the ratio of roots and leaves needed respectively, to harvest nutrients from the soil and to harvest energy from the sun. The plant requires both of these sources for life, growth, and reproduction. This root-shoot ratio changes over the lifetime of the plant as it grows and puts energy towards making pollen or seeds. But despite the change, the plant still has ultimate need for both the damp minerals belowground and the sunny energy aboveground. While sunlight capture is largely an individualistic and sometimes competitive endeavor amongst plants, the underground scene is quite opposite. Most plants have a high degree of interaction with the soil community - indeed, most depend upon a variety of soil microbes and fungi to survive. In addition, many species, especially trees, connect to each other by mycelium that penetrate the roots of many individuals, linking them in an underground network of shared nutrients and information. Examples abound. Forester Peter Wohlleben found that an ancient beech tree, long past having leaves to supply its own energy, was fed via its connect to other beeches by its root system.

In the same way, food justice proponents will have to establish their own ratio of working for system change at a large scale and smaller scale, more personal food practices to support their own bodies. Like plants, we must grow in our ability to nourish ourselves. Where plants increase their leaf mass in order to eat the sun, for us this means supporting local food sources, growing our own foods, and learning sustainable wild harvesting techniques. And yet, that is only half the work. We must also go deep, like plants, networking ensures that the larger food system, like a forest ecosystem, is healthy and promotes systemic wellbeing. This may seem daunting, as if I am advocating for a back and forth pendulum of energy. But rather than a frenetic pendulum, let this be like the root-shoot growth of a plant--sometimes expending more energy in one direction, but always sustaining the growth that has occurred opposite. Let our hands stay soil-tarnished from the garden while our feet yet remain strong from the march of all our bodies together toward a system that tends more deeply to all of us. Grow together, grow alone. Feed your body, yes, but also feed the bodies of others, and feed the land that sustains you. This is what it means to be human and to live on the body of the earth. This is what we do with our bodies.



David Pritchett is a healthcare practitioner, ecologist, and activist who writes at the intersection of these interests. His articles have been featured in Permaculture Magazine , Permaculture Design Magazine , The Other Journal , Missio Dei Journal , and in Watershed Discipleship: Reinhabiting Bioregional Faith and Practice (Wipf and Stock, 2016).

The Capitalist Coup Called Neoliberalism: How and Why It Went Down

By Colin Jenkins

Rich people have always had class consciousness because... they want to stay rich. This collective consciousness led the "founding fathers" of the United States to set up systems of governance that would, first and foremost, protect them (the wealthy, landowning minority) from the landless, working majority (slaves, indentured servants, laborers). Since then, the rich have had undue influence on every aspect of US life: housing, food production and distribution, education, media, and politics. As capitalism has developed well into its late stages, this has led to large concentrations in wealth and power, and thus influence.

In order to maintain control, the rich have learned over time that minimal concessions must be given to the working class to avoid societal unrest. Marxist theorists like Antonio Gramsci and Nicos Poulantzas described this process as using the state to steady the "unstable equilibrium." This instability is produced by capitalism's tendency to pool wealth at the top while dispossessing the majority. For much of the 20th century, capitalists in the US were successful in maintaining an internal equilibrium, mainly due to their ravaging of the so-called "third world" through colonialism and imperialism. With this massive theft of resources throughout the global South (Africa and Latin America), a robust "middle class" was carved out from a mostly white sector of the US working class. This "middle class" consisted of workers who were provided a greater share of the stolen loot than their class peers, and thus awarded the "American Dream" that was widely advertised.

The US "middle class" was a crucial development for the rich because it provided a buffer between them and the masses. Due to the relative comfort they were allowed, "middle-class" workers were more likely to support and collaborate with capitalists, even at the expense of their fellow workers who were left struggling for scraps from below. After all, for there to be a middle class, there must be a lower class. Under capitalism, the lower class is the invisible majority by design. The capitalist class shapes dominant culture from above, the middle class serves as the standard bearer of this culture, and the lower class clings to survival mode in the shadows of society. The key for the rich is to keep the invisible majority in check. The "middle class" has always played a crucial role in this.

Despite this balancing act that was maintained for decades, capitalism's internal contradictions became predictably volatile heading into the latter part of the century, culminating into what economist Michael Roberts refers to as the profitability crisis of the 1970s . As the capitalist system was approaching this crisis, US society had already begun confronting social ills stemming from systemic white supremacy, patriarchy, and the Vietnam war. Naturally, this moved into the economic sphere, as workers and students began to successfully tie together the array of social injustices to the widespread economic injustice created by the capitalist system. The existence of an invisible majority, the victims of capitalism and its corollary systems of oppression, was uncovered. This scared the rich, enough to where they felt the need to fortify their previously unshakable privileges. After the groundswell of liberation movements that formed during the 60s, which was fueled by a wave of (working) class consciousness from below, the rich decided to organize and weaponize their own (capitalist) class consciousness to protect their assets, collectively, from the threat of democracy.

In examining what had gone wrong in the 60s and why so many people had the audacity to demand more self-determination, the notorious Trilateral Commission convened in 1973, bringing together economic and political elites from North America, Europe, and Japan. The Commission, as described by Encyclopedia Britannica , "reflects powerful commercial and political interests committed to private enterprise and stronger collective management of global problems. Its members (more than 400 in the early 21st century) are influential politicians; banking and business executives; media, civic, and intellectual leaders."

In 1975, Michel Crozier, Samuel P. Huntington, and Joji Watanuki published a report for the Commission, titled: "The Crisis of Democracy: On the Governability of Democracies." In assessing the various movements that gained momentum in the 60s (racial justice, economic justice, anti-war, etc.), the report determined that these "problems" stemmed from an "excess of democracy." Huntington specifically noted that, "the vitality of democracy in the United States in the 1960s produced a substantial increase in governmental activity and a substantial decrease in governmental authority." The solution to this, according to the report, was to reverse direction - decrease "governmental activity" and increase "governmental authority" to restrict democratic impulses from the masses and maintain the capitalist power structure internally, while retaining "hegemonic power" internationally. In other words, rather than government serving people and regulating capitalists, government should serve capitalists and regulate people.

Since maintaining a "middle class" had become such a fragile proposition, the capitalist class forged a new direction. Rather than rely on this historical buffer and continue the concessionary and fickle balancing act , they decided it would be more effective to simply take ownership of the legislative and judicial process. This process began when executive officers from several major corporations joined together to form private groups like the Business Roundtable, for the purpose of "promoting pro-business public policy." In other words, to make sure that the "excess of democracy" which occurred during the 60s would never return. Why? Because any such mass movement toward relinquishing power to the people is a direct threat to capitalist profit and corporate America's existence as a collection of unaccountable, authoritarian, exceptionally powerful, private entities. The Business Roundtable, which included executives from corporations like Exxon, DuPont, General Electric, Alcoa, and General Motors, gained instant access to the highest offices of the government, becoming extremely influential in pushing for corporate tax cuts and deregulation during the Reagan era.

Since the 1980s, the Business Roundtable has run roughshod over American workers by using the federal government to:

- reduce consumer protections,

- obstruct employment stimuli,

- weaken unions,

- implement "free trade" agreements that spur offshoring and tax havens,

- ease environmental protections,

- increase corporate subsidies,

- loosen rules on corporate mergers and acquisitions,

- open avenues of profit in the private healthcare system,

- privatize education and social programs,

- and block efforts to make corporate boards more accountable.[1][2][3][4] [5]

As political momentum developed within corporate America, additional players jumped aboard this strategic and highly coordinated capitalist coup. While groups like the Business Roundtable targeted legislation, the US Chamber of Commerce (CoC), a "private, business-oriented lobbying group" which had already served as a popular vehicle for turning (capitalist) class consciousness into action since 1912, shifted its focus onto the court system. Since then, the CoC has used its immense resources to influence US Supreme Court decisions that benefit big business, a tactic that has become increasingly successful for them over time. The CoC's business lobby had " a 43 percent success rate from 1981 to 1986 during the final years of Chief Justice Warren Burger's tenure," a 56 percent success rate from 1994 to 2005 (the Rehnquist Court), and boasted a 68 percent success rate (winning 60 of 88 cases) during John Roberts first seven years as Chief Justice. The CoC improved even more on its pro-corporate, anti-worker attack in 2018, winning 90 percent of its cases during the court's first term. As Kent Greenfield reported for The Atlantic ,

"One measure of the [2018 term's] business-friendly tilt is the eye-popping success rate of the U.S. Chamber of Commerce, the self-proclaimed "Voice of Business." The Chamber filed briefs in 10 cases this term and won nine of them. The Chamber's victories limited protections for whistleblowers, forced changes in the Securities and Exchange Commission, made water pollution suits more difficult to bring, and erected additional obstacles to class action suits against businesses. Only the geekiest of Supreme Court watchers monitor such cases. But the Chamber pays attention, and it pays off."

Groups like the Trilateral Commission, Business Roundtable, and Chamber of Commerce have taken prominent roles on the front lines of the 40-year, capitalist slaughter of American workers, but if there was a single, powerful element that solidified this coup it was a memo written in 1971 by Lewis Powell. The Powell Memo, or Powell Manifesto, as it has come to be known, made its rounds among corporate, economic, and political elites during this crucial time. Powell, a corporate lawyer, board member of nearly a dozen corporations, and soon-to-be Supreme Court Justice, sent the memo to the Director of the U.S. Chamber of Commerce, Eugene Sydnor, Jr., as a call to action for corporate America.

Powell's memo was a diatribe against any and all elements that would dare to question capitalism. While giving mention to "Communists, New Leftists and other revolutionaries who would destroy the entire system, both political and economic," the memo focused on what was viewed as the most immediate threat - the same "excess of democracy" referred to in the Trilateral Commission's report. "What now concerns us is quite new in the history of America," wrote Powell. "We are not dealing with sporadic or isolated attacks from a relatively few extremists or even from the minority socialist cadre. Rather, the assault on the enterprise system is broadly based and consistently pursued. It is gaining momentum and converts" throughout the working class. Powell took special interest in those "from the college campus, the pulpit, the media, the intellectual and literary journals, the arts and sciences, and from politicians" whom he regarded as small in size but "the most articulate, the most vocal, the most prolific in their writing and speaking."

Powell's memo laid out a blueprint for the capitalist coup that is now referred to as neoliberalism , including everything from identifying and listing the enemies pushing for self-determination, criticizing the business community for its apathy and lack of urgency in recognizing this growing threat, suggestions for how business executives and the Chamber of Commerce may proceed in obstructing these democratic impulses from below, and even laying out detailed plans on how to infiltrate campuses, the public, media, the political arena, and the courts with pro-capitalist action and propaganda.

Reclaim Democracy, an activist organization based in Montana explains,

"Though Powell's memo was not the sole influence, the Chamber and corporate activists took his advice to heart and began building a powerful array of institutions designed to shift public attitudes and beliefs over the course of years and decades. The memo influenced or inspired the creation of the Heritage Foundation, the Manhattan Institute, the Cato Institute, Citizens for a Sound Economy, Accuracy in Academe, and other powerful organizations. Their long-term focus began paying off handsomely in the 1980s, in coordination with the Reagan Administration's "hands-off business" philosophy."

At a time of monumental capitalist regrouping and coalescing against the "dangerous rise" of self-determination, the influence of Powell's manifesto is difficult to underestimate. It provided ideological fuel to the birth of a substantial corporate lobbying industry, which produced immeasurable pro-business and anti-worker legislation for decades to come. The memo also served as a wake-up call to capitalists throughout corporate America, supplementing the formation of groups like the Business Roundtable and urging forceful actions from the US Chamber of Commerce. The results, according to Jacob S. Hacker and Paul Pierson, were undeniable:

"The organizational counterattack of business in the 1970s was swift and sweeping - a domestic version of Shock and Awe. The number of corporations with public affairs offices in Washington grew from 100 in 1968 to over 500 in 1978. In 1971, only 175 firms had registered lobbyists in Washington, but by 1982, nearly 2,500 did. The number of corporate PACs increased from under 300 in 1976 to over 1,200 by the middle of 1980. On every dimension of corporate political activity, the numbers reveal a dramatic, rapid mobilization of business resources in the mid-1970s." [6]

The real-life effects of this capitalist coup have been disastrous for most. US workers have experienced declining or stagnant wages since the 1970s. As a result, many must rely on credit (if lucky enough to qualify) even to obtain basic necessities, which has resulted in skyrocketing household debt across the board. The debt-to-disposable income ratio of American households more than doubled from 60% in 1980 to 133% in 2007. Meanwhile, any hope of saving money has disappeared. While the household "savings rate roughly doubled from 5% in 1949 to over 11% in 1982, it looks like a downhill ski slope since then," and registered in negative territory by 2006. Conversely, as designed, the rich have benefited immensely, to the point where income inequality has increased to pre-Great Depression levels . Those who orchestrated the coup (the top 1%) claimed about a quarter of all wealth during the 1980s, and now own over 40% of all wealth in the country. To put this in perspective , the bottom 90% of all Americans combined account for barely half of that, claiming 21% of all wealth.

And, perhaps most importantly, the coup helped fund the growth of a massive capitalist propaganda machine to convince the working class to support our own demise. This includes everything from a co-opted and recalibrated liberal media, a rise of right-wing talk radio, and the birth of the Fox News network - all designed to do one thing: "inform and enlighten" workers on the wonders of capitalism and American exceptionalism, the friendly nature of big business, and the "excessive" dangers of self-determination.

As Powell noted in 1971, "If American business devoted only 10% of its total annual advertising budget to this overall purpose (of marketing and selling the idea of capitalism), it would be a statesman-like expenditure." And statesman-like it has become, running interference and garnering " manufactured consent" for a capitalist coup that has been cemented over the course of four decades, six presidential administrations, a Wall Street run amok, and a massive transfer of generations (including future) of public revenue into private hands.


Notes

[1] "The Business Roundtable and American Labor," a report by J. C. Turner, General President International Union of Operating Engineers, AFL-CIO (May 1979). Accessed online at http://laborrising.com/2013/07/union-organizing-and-the-business-roundtable-and-american-labor/

[2] "The Anti-Union Game Plan," Labor Notes (July 2, 2018). Accessed online at https://labornotes.org/2018/07/anti-union-game-plan

[3] Lafer, G. (October 31, 2013) "The Legislative Attack on American Wages and Labor Standards, 2011-2012," Economic Policy Institute. Accessed online at https://www.epi.org/publication/attack-on-american-labor-standards/

[4] Gilbert, D. (2017) The American Class Structure in an Age of Growing Inequality (SAGE publications)

[5] Goldfield, M. (1989) The Decline of Organized Labor in the United States (University of Chicago Press), p. 192

[6] Hacker, J.S. & Pierson, P. (2011) Winner-Take-All Politics: How Washington Made the Rich Richer - And Turned Its Back on the Middle Class (Simon & Schuster)

The Lies Social Democrats Tell: FDR, the New Deal, and Social Fascism

By Zach Medeiros

On June 12, Bernie Sanders gave a much-advertised speech about democratic socialism at George Washington University. Stuck in a distant second to perennial, burning-human-garbage-pile Joe Biden, eclipsed in media coverage by mildly charismatic mediocrities like Pete Buttigieg and even Elizabeth Warren, a charitable interpretation of this move could see it as a well-intentioned effort to assuage some very Amerikan fears about socialism, and perhaps gain some traction in the polls in the process. No doubt electoral opportunism played a role, because you don't get to stick around in the Senate for so long without learning how to play the game. While some may argue that Sanders was trying to make socialism more palatable for a US audience, I believe the speech represented something far more significant. Last week, Bernie Sanders ripped his mask off and with a heavy dose of historical revisionism showed his so-called socialism for what it truly is: social fascism.

Social fascism is a phrase that's unfamiliar to most people in the United States, who typically have better or more pressing things to do than study the internal debates of the Communist International in the 1930s. In imperialist countries like the US, Canada, Australia, and much of Europe, social democracy (a mixed capitalist economy with a more or less robust welfare state, originally designed to take the sting out of revolutionary socialist movements) takes the form of a "kinder, gentler" fascism, at least for citizens. You can look at how Europe and its children treat refugees to understand what social democracy means for non-citizens. The wealth and privileges of Western social democracy, of course, are impossible without the looting of Africa, Asia, Latin America, and Third World diasporas within Western countries - in other words, imperialism. [1] Whereas socialists believe in class conflict and class struggle, social democrats/fascists believe in class collaboration. This is the dangerous notion that classes with completely, inherently contradictory interests (capitalists and workers) can unite and work towards a mutually-beneficial goal. As an ideology and practice, class collaboration produces and rationalizes such phenomena as millionaires and billionaires in supposed Communist parties, toothless unions led by labor aristocrats who like to golf with the boss on weekends, and the total suppression of worker's power in the name of national unity or the 99%. It is intellectual and material quicksand. As George Jackson wrote, "the only way we can destroy it [fascism] is to refuse to compromise with the enemy state and its ruling class." [2]

Just as social imperialism is nothing but the same old imperialist gore and exploitation hiding behind socialist trappings, social fascism is essentially fascism wearing a socialist mask. The social fascist is the one whose heart bleeds for the struggling worker while sending the cops or the troops to break up an unauthorized strike, or the modern-day Gestapo to deport workers who dared to cross colonial borders without permission. The social fascist is the one who calls not for an end to the mass robbery of the Third World, but a fairer distribution of the stolen goods. The social fascist is the one who preaches revolution and revolt, just so long as it ends right before the power of the capitalist class begins.

With that in mind, we can return to Bernie's speech. Parsing through the usual populist spiel, we get to the heart of his argument: President Franklin Delano Roosevelt (FDR) was a democratic socialist, and his New Deal programs, while incomplete, were outstanding examples of what democratic socialism is all about. In an age of resurgent right-wing extremism and oligarchic domination, Sanders argues that the solution is taking up the "unfinished business of the New Deal" and carrying it to completion. Anyone who peddles this line with a straight face is a damn fool, a liar, or both.

Actual socialists and revolutionaries like George Jackson pegged Roosevelt and his New Deal for what they were decades ago. Casting aside all of the glittering myths about that era and grinding them into dust, Jackson identified Roosevelt as a fascist, plain as day. Writing about the beginning of the Great Depression, Jackson said "under the threat of revolution, the ruling class, true to Marxian theory, became all the more co-optive and dangerous. FDR was born and bred in this ruling class of families. His role was to form the first fascist regime, to merge the economic, political, and labor elites. Governing elites/corporative state/fascism - his role was to limit competition, replace it with the dream of cooperation; to put laissez faire to rest, and initiate the acceptance of government intervention into economic affairs." [3] Roosevelt was not some great, noble champion of the common people. He and his advisers, along with the capitalists who backed them, were simply farsighted enough to see that an unprecedented capitalist crisis required an unprecedented capitalist solution: fascism. Like so many of their counterparts at the time, the Amerikan bourgeoise had to come up with a way to contain the upsurge in revolutionary consciousness without fundamentally undermining the capitalist system. The draw of fascism, which extolls class collaboration instead of class struggle, the violent repression of leftist alternatives and "dangerous" minorities, and a shower of crumbs to satisfy the restless masses, must have been obvious.

In his speech, Sanders claimed that "We [in the United States] rejected the ideology of Mussolini and Hitler - we instead embraced the bold and visionary leadership of President Franklin Delano Roosevelt, then the leader of the progressive wing of the Democratic Party." This is ahistorical nonsense. Roosevelt was an unabashed admirer of Benito Mussolini, the Founding Father of fascism. In June 1933, Roosevelt praised Mussolini in a letter to Breckenridge Long, the US Ambassador to Italy, writing that he was "much interested and deeply impressed by what [Mussolini] has accomplished and by his evidenced honest purpose of restoring Italy and seeking to prevent general European trouble." In another letter a few weeks later, Roosevelt told a friend who had also complimented Mussolini: "I don't mind telling you in confidence that I am keeping in fairly close touch with the admirable Italian gentleman." [4]

These were private letters not meant for public consumption, so one could hardly rationalize them as simple diplomatic flattery. They were also written over a decade after Mussolini seized power and abandoned all pretense of democratic rule, so Roosevelt could hardly claim naivete. After meeting with Roosevelt in 1934, the Italian general and fascist hero Italo Balbo reported to Mussolini that the president "manifested toward Your Excellency feelings of the highest esteem and liking because of the work of restoration performed in Italy…the President also spoke words of appreciation for the labor organization of our country and displayed in general a spirit of true understanding for Italy." [5] So much for FDR's rejection of fascist ideology! Like so much of the Amerikan bourgeoise, who published glowing tributes to Fascist Italy in outlets like Fortune magazine, Roosevelt looked at what Mussolini was doing not with horror, but with open glee and envy. Why wouldn't they? The Fascists had literally beaten the revolutionary sectors of the working class into submission, co-opted the rest of the population into the tight embrace of the new corporate state, and seemingly resolved the crises facing modern industrial capitalism. As far as Mussolini was concerned, the feelings were mutual.[6] It was only with the outbreak of World War II that Mussolini and Fascism had to become enemies in the eyes of the United States.

As telling as personal affinities can be, they are not sufficient for demonstrating the fascist nature of Roosevelt and the New Deal. To return to Jackson, we must see the New Deal as an essential part of Amerika's long walk into fascism. When we move past the "deceptively better working conditions and illusory wage increases," the softer hand directed towards (white) labor, we can see that the New Deal was hardly more than capitalist reformism.[7] To prevent a revolution and save capitalism from itself - indeed, to entrench capitalism even deeper than before - the ruling class had to reexamine the role of the state. Contrary to libertarian capitalist dogma, the state has always played an essential role in the establishment, defense, and spread of capitalism, but the chaos of the 1920s and 30s required a qualitative change. Monopoly capital and the state had to undergo a corporate-style merger. The military-industrial complex and massive consumers' market (boosted to incredible heights by the productive boom of World War II) satisfied the short-term economic interests of white labor, which cared little for social liberation. Their leaders were brought into the fold and provided with cushy perks. The radicals and revolutionaries were killed, jailed, exiled, or ostracized into irrelevance. [8] This is the part of the picture that Bernie Sanders doesn't paint.

As J. Sakai put it, "the victory [the Euro-Amerikan proletariat] gained was the firm positioning of the Euro-Amerikan working class in the settler ranks, reestablishing the rights of all Europeans here to share the privileges of the oppressor nation. This was the essence of the equality that they won. This bold move was in the settler tradition, sharing the Amerikan pie with more European reinforcements so that the Empire could be strengthened. This formula had partially broken down during the transition from the Amerika of the Frontier to the Industrial Amerika. It was the brilliant accomplishment of the New Deal to mend this break." [9] New Africans, Mexicans, Puerto Ricans, and other oppressed nations under the heel of the United States saw no such benefits. They were lynched, deported, massacred, impoverished, and brutalized during the New Deal years as surely as they were before and after. Social democracy for whites, fascism for everyone else: this is the legacy that Bernie Sanders eulogizes, the model that he asks us to "complete." This is not socialism. It's a damn lie.

Socialists, and anyone serious about building revolutionary change in Amerika, should not defraud or lie to the people. It is our responsibility to speak plainly, to own up to hard, unpleasant truths, and educate and be educated by the masses. That is the exact opposite of what Bernie Sanders is doing. Like his idol Roosevelt, Sanders isn't interested in dismantling capitalism. He wants to save it. He isn't interested in establishing a revolutionary socialist society and a worker's state. He would sooner die, and no doubt would vote to send in the troops to crush anyone who tried. He has no curiosity for decolonization, no appetite for anti-imperialism, not a shred of concern for the most basic principles of socialist internationalism.

Instead, he offers only a few adjustments to the machinery of death that is the United States. He wants to piss on your leg and tell you it's raining. Would some of these adjustments help some people, if by some miracle he could get half of them enacted? Undoubtedly. But at what cost? With more stolen wealth taken from the colonized world and colonized people? At the direction of a state-owned lock, stock, and barrel by the capitalists and imperialists? We no longer have the luxury of time to tinker with the machinery of death. Reformism is the shovel we'll dig our own grave with. Anyone who identifies as a socialist must understand that the task before us is not to "reclaim" Amerika, but replace it with something better: for the sake of oppressed and exploited people here, for the sake of oppressed and exploited people everywhere, and for the sake of all life on this planet.


Notes

[1] Black Red Guard, "Ideological Social Democracy Is Social Fascism: Yet Again." https://medium.com/@BlackRedGuard/ideological-social-democracy-is-social-fascism-yet-again-6cbc43cc4bff

[2] George Jackson, Blood in My Eye. 120.

[3] Ibid. 164.

[4] David F. Schmitz, Thank God They're On Our Side: The United States and Right-Wing Dictatorships, 1921-1965. 190.

[5] David F. Schmitz, The United States and Fascist Italy, 1922-1940.

[6] Ibid.

[7] Jackson, 170-171.

[8] Ibid, 173-174.

[9] J. Sakai, Settlers: The Mythology of the White Proletariat from Mayflower to Modern.

Historical Shifts in the Ideology of Work: From Artisanship to Prison Labor and Back

By Valerie Reynoso


The ideology of work has shifted through time by material changes imposed by capitalism-imperialism, an ongoing process that forms the condition of the working class and the social order that indoctrinates them. James R. Farr, Catherine W. Bishir, Karl Marx, John Ruskin, William Morris and Erin O'Connor are authors who have explored the relationships between work, history, and people. The historical shifts in the ideology of work are rooted in class struggle, in the synthesis of the thesis and antithesis of the proletariat (working class) and the bourgeoisie (capitalists), reminiscent of the former synthesis between the serf and feudal lord. Work becomes a practice of resistance when the proletariat realizes its socioeconomic value and moves toward seizing the means of production from the bourgeoisie. But before this can happen, workers must experience an ideological awakening of sorts - something that creates the realization that our constant struggle to survive under a system of wage labor is not only unnatural, but is an artificial arrangement made by a very small percentage of people who seek to make a perpetual fortune from our exploitation. In doing so, we must also recognize the various and ever-shifting forms of labor that we are systematically coerced into. Breaking from this coercion is the key to our liberation.


Lessons in Assimilation

The key concepts from Bashir's Crafting Lives: African American Artisans in New Bern, North Carolina are slavery, race, class, gender, and segregation. These concepts are engaged with the empirical experience at hand of Black artisans given that their professions were informed by their race and socioeconomic status, or was part of their oppression if they were enslaved. In the Bishir text, details are given on a free Black plasterer and brickmason named Donum Montford who was forty years old in the year 1810, a master craftsman with apprentices for children and a slaveowner who also owned real estate and was qualified to vote. Montford had lost a diamond tool with a monogrammed handle that was used to score precise lines to cut and install windowpanes as part of his trade[1]. Ownership of craft tools was central to artisan identity and following 1776, it was common for urban white craftsmen to brandish their craft tools as a symbol of their elevated socioeconomic status and to display patriotism. New Bern, the town where Montford lived, was considered to be a hub of opportunities for Black artisans and racial integration between white and Black artisans in the workplace.

In this given context, craftsmanship was being implemented to the benefit of the white supremacist social order through which upwards social mobility necessitates the subordination of the lower classes. Montford is emblematic of a Black free man who had become assimilated into the bourgeois class. He became essentially an enemy to his own people via aligning with the white bourgeoisie through usage of artisanship, ownership of private property such as real estate, and becoming a slave master himself, despite having been enslaved for approximately half of his life. The importance of craft tools to socioeconomic status of craftsmen informs Montford's bourgeois assimilation, seeing that he had a diamond-head tool monogrammed with his name, a practice that has been prized and rooted in colonialism from the US partition from Britain, despite the figures of the US revolution having been colonizers and enslavers as well. This also plays into respectability politics, since in order to fully fit Anglo-Saxon constructs of masculinity as a formerly enslaved and Black man, having a prized craft tool would make Montford seem more respectable and "manly" in the eyes of white craftsmen.

Montford's elevated socioeconomic status as a Black free man is also an instance of bootstrap theory. Bootstrap theory posits that if one simply works harder, they can achieve their goals, and an inability to achieve this goal is a product of individual failure rather than systemic oppression. This rhetoric is idealist and anti-materialist, as it implies that changing one's attitude in itself will elevate one's socioeconomic status when this is not the case under capitalism-imperialism due to racism, classism and other discriminations that make it nearly impossible to shift the status quo unless one is already categorized as a first-class citizen. Montford being a wealthier, free Black man who was also a slaveowner was the standard held for African-American craftsmen and enslaved persons during that time period; that poor and enslaved people can simply work their way out of slavery and excel to the point where they, too, can become an oppressor who maintains the capitalist-imperialist social order through their capitalist conception of work.

Bootstrap theory and justification of capitalism-imperialism is also found in the section titled "Artisan Trades in Wartime" of the Bishir reading. Bishir details that the liberated city of New Bern had provided Black artisans with profitable employment opportunities in catering to soldiers and refugees during wartime with limited competition from whites. Cooks, gardeners, butchers, drivers, housekeepers and barbers also experienced an augment in their earnings during the war. Skilled workers took advantage of every new opportunity to advance their business and increase their wealth [2]. This example Bishir provides demonstrates that the income of the Black working class was reliant on industries that imperialist wars spearheaded by the U.S. necessitated. Similar to Montford, this instance is also emblematic of bootstrap theory given that Black people were inciting themselves to accumulate more wealth by working more, which is not always realistically the case as poor people usually work without any significant increase on the socioeconomic ladder due to capitalism-imperialism.


Understanding the Layers of Proletarian Exploitation

Capitalism-imperialism produces hierarchies reliant on exploitation and submission, which disproportionately affects proletarian women and children. Moreover, Marx and Engels believed that women and children were being used as tools for more capital for the bourgeoisie. In Engels' The Origin on the Family, Private Property, and the State, he argued that the subordination of women is a product of social relations, as opposed to biological disposition, and that efforts made by men to achieve demands for control of women's labor and sexual faculties had become institutionalized in the nuclear family. Engels stated that the shift from feudalism to private ownership of land had a great impact on the status of women, given that women who do not own land, nor means of production, are enslaved and obligated to work for landowners in a system founded on private ownership [3]. Capitalism has separated private and public spheres and has provided disproportionate access of waged labor to men. The gender oppression of women is directly related to class oppression given that the institutional relationship between men and women is comparable to that of the bourgeoisie and the proletariat; the former profits off of and benefits from the systemic oppression of the latter under capitalism and patriarchy.

In his Economic and Philosophical Manuscripts, Marx argued that the societal position of women could be used to indicate the development of society as a whole. He stated that new social relations based on individuals seeing each other as valuable in themselves, as opposed to only worth what one individual can provide to another, would have to be formed in order for society to transcend from its capitalist form [4]. Women, especially nonwhite women, would be particularly important in this regard given that they are a marginalized group in virtually all societies. In Marx's Capital, women and children are rendered valuable under capitalism since they can be pressured and obliged to work for less - which then results in more capital gain for the upper class [5].

The condition and perception of the feminized and racialized proletariat is also informed by the science of dialectical materialism throughout history. The Marxist concepts of dialectical materialism and historical materialism may accurately describe the situation of colonized people through analyzing previous historic events that led to the present, even in a so-called post-colonial world. Dialectical materialism refers to the objective reality independent from the mind and spirit; it describes the tangible consequences of class struggle and life under a capitalist system. Historical materialism refers to the idea that all forms of social thought and institutions are a reflection of economic relations modified by class struggle. Karl Marx incorporates these ideas into his text Eighteenth Brumaire of Louis Bonaparte. In this text, Marx analyzed the development of the 1848 revolution in France through usage of historical materialism. He had written this book with the purpose of explaining how the 1848 revolution in France led to a coup headed by Louis Bonaparte in 1851.

In Brumaire, Marx states that "Men make their own history, but they do not make it just as they please; they do not make it under circumstances chosen by themselves, but under circumstances directly found, given and transmitted from the past. The tradition of all the dead generations weighs like a nightmare on the brain of the living" [6]. Today, globalization necessitates the constant expansion of markets in search of infinite profit extracted from the finite resources of the planet and its populations. Due to this, the bourgeoisie must settle everywhere and expand its empires in the name of capitalism-imperialism, and perpetually exploit low-cost labor from the underclass and the Global South in order to do so.

Historical materialism also insinuates that history is a movement of ideas and the unfolding of the relations of production. History is the expansion of the natural, which cannot exist outside of external modifications of it in order to turn it into capital. The material is always embedded in the relations of production and all relations of society are modified by class struggle. As stated by Marx in Brumaire, "History repeats itself, first as a tragedy, second as a farce" [7]. History is a spirit that unfolds as a phenomenon, the continuous synthesis and antithesis of ideas that accumulate through time.

Marx and Engels' Communist Manifesto and Economic and Philosophical Manuscripts illustrate how the worker under capitalism suffers alienated labor and exploitation from the bourgeoisie. In Economic and Philosophical Manuscripts, Marx specifies that the worker under capitalism suffers from three types of alienated labor: alienation from the product, where work is experienced as torment; alienation from our own humanity as we produce blindly, not in accordance with ourr truly human powers; and alienation from other people, where relation of exchange replaces satisfaction of mutual need. Marx showed how the economics of the bourgeoisie are derived from the presence of alienation and that people reinforce their own structures of oppression. Therefore, we must have an urge to move beyond said condition and take control of our destiny in order to eradicate the bourgeoisie from power [8]; this is the moment when work is realized as a practice of resistance.

Domination attains submission from its subjects not only through oppression, but it also requires a resistance, a reaction, signifying that the domination is undesired and exploitative in the eyes of the marginalized. Classism is organized by violence under capitalism, which James R. Farr details in his book Artisans in Europe, 1300-1914. In this text, he explains that "Violence and conflict often functioned as means to make inclusion and exclusion in these groups clear" [9]. Farr emphasizes that violence is used to keep the workers in submission and deter them from disobedience. The motif of worker mistreatment is emblematic of how workers, especially workers of oppressed backgrounds, are rendered mediums for ongoing exploitation; hence, dehumanized under a capitalist-imperialist system that does not value our lives. This deterrence enforces proletarian support for the capitalist social order that oppresses us and prevents us from transforming our work into a form of resistance.

This relates to the points made by William Morris and John Ruskin in the Preface to The Nature of Gothic, where Morris states "For the lesson which Ruskin here teaches us is that art is the expression of man's pleasure in labour; that it is possible for man to rejoice in his work, for, strange as it may seem to us to-day, there have been times when he did rejoice in it" [10]. The pleasure of the proletariat in their labor is desensitized under capitalism, which turns labor into an experience of torment, as Marx claimed, driven by the sole purpose of producing more capital for the bourgeoisie to extract. As stated by Erin O'Connor in her yet to be published "Breathing Work: Time, Space and The Vessel in Glassblowing," "The way we understand "body" is via the objective perspective of the sciences…If accepted as the first and most important site of the "education" of the individual, the body became much more than a sum of its natural functions; it was a set of relations - habits, gestures, expressions, etc. - a system of meaning, sculpted by society" [11]. As the body of a worker goes beyond its biological component, it is informed by social constructs that are artificially implemented by capitalist society. The labor alienation of the worker reduces us to a vessel through which the upper class obtains its profit. Despite this, as Marx said, the proletariat can move beyond capitalist exploitation and seize the means of production, which necessitates an expansion of awareness that goes beyond individualism and the single existence of a worker.


Modern Prison Labor

An example of labor and craft movement that directly ties to the readings by Marx and Farr is contemporary studio craft in US prisons. Prison labor is argued to be a form of modern slavery due to the 13th Amendment, which abolished slavery with the exception of usage as a punishment for a crime. This loophole has been implemented within the US prison industrial complex, particularly in regards to furniture artistry. Two popular arguments made about prison labor is that it is a way for incarcerated people to learn valuable skills to enable them to contribute to society once released, or that it is a means to exploit incarcerated people. Some prisoners in the states of Alabama, Arkansas, Florida, Georgia, Mississippi, Oklahoma, South Carolina and Texas are not paid at all for their labor in government-managed facilities. In addition to this, the national average for the lowest wage incarcerated people receive for prison labor is 14 cents per hour [12].

Prison labor and craft is an important factor in the US economy, yet incarcerated people are typically paid either minimum wage or well below it. Prison labor has no real substance in granting incarcerated people useful skills but is only another force of opposition. Many of the incarcerated people have claimed that the work has no value for them besides the possibility of a shorter sentence. Even to those prisoners who are actually learning useful skills, the reintegration process can be intimidating. Some states uphold policies that bar ex-convicts from obtaining licenses for skills they learned in prison. For instance, there was a New York State prisoner who applied for a barber's license but was denied because "owing to state law, La Cloche could only practice his trade … if he remained behind bars" [13]. The skills La Cloche learned had been confined by a policy that is practiced by several US states, which renders skills gained from prison labor useless outside of prison. This undermines the presumption that prison labor is valuable to the incarcerated. On the other hand, prison labor is indeed valuable to capitalist institutions, seeing that "Virginia Code § 53.1-47… stipulates that all 'departments, institutions, and agencies of the Commonwealth' supported by the state treasury must purchase 'articles and services produced or manufactured by persons confined in state correctional facilities'" [14]. Prison labor can only do this because it exploits its incarcerated people. In addition to this, incarcerated people make a low wage in the Commonwealth of Virginia by earning $0.55 to $0.80 an hour [15].

Farr argues that work was often tied to moral systems of authority. Likewise, it has also been argued that prison labor and craft often gain psychological authority over incarcerated people - as Marx also contests, when he details that labor alienation of the worker reduces them to a vessel for the bourgeoisie to exploit. Farr believes that while labor relations differ depending on the type of workplace, control of the labor market emerged as the most issue dividing masters and journeymen [16]. Similarly, prisons tend to deduct costs of living from wages so that many of their incarcerated people earn cents per hour.

The impact of prison labor and craft on social change is that conviction results in social death for formerly incarcerated people: "To be sentenced to prison is to be sentenced to social death. Social death is a permanent condition. While many people integrate themselves back into the society after imprisonment, they often testify that they permanently bear a social mark, a stigma" [17]. This ensures a life filled with detriment for incarcerated people, especially those who are non-white. In August 2018, incarcerated people across the US initiated strikes to protest poor conditions and exploitative labor practices that many of them considered to be "modern slavery". According to the NAACP, over 2.2 million people are incarcerated in the US, which is an increase of 340% compared to 1980 [18]. With the rise of incarceration, prison violence, sexual violence and other issues have also increased. Protesters addressed these issues in their demands. Additionally, incarcerated labor is used to manufacture furniture and other assets with an hourly wage of between 33 cents and $1.41, provided by the National Correctional Industries Association (NCIA) [19].

Private prisons are a billion-dollar industry, which exploit prisoners who are predominantly non-white for profit. These prisons are run by private companies and have been on the rise since the mid-1980s, especially following the crack epidemic during the Reagan administration. Over half of US states as of 2017 depend on for-profit prisons in which approximately 90,000 inmates are held each year [20]. Incarcerated people are paid slave wages: "Wages are a direct consequence of estranged labor, and estranged labor is the direct cause of private property. The downfall of the one must therefore involve the downfall of the other" [21]. Labor alienation and modern prison slavery, the productivity of the incarcerated craftsmen, is solely based on accumulating capital for the bourgeoisie.


Artisanship as Subversiveness

Despite the modern prison scenario, craft and other forms of artisanship can represent radical forms of labor and engines of social movement because, historically, they have been initiated in direct resistance to the status quo imposed by capitalist society. An instance of this is the usage of guilds in Medieval Europe. Guilds formed a central component in a theoretical system that arose in the late Middle Ages which historians label corporatism. Corporatist theory of the 14th Century intertwined with the demographic and economic forces to solidify a political and juridical system that would function until the 19th Century. Corporatism was informed significantly by confraternity associations, which was also the means through which craft guilds were established. The confraternities included work activity as their association developed despite the social security, morals, political identity and sense of place being the most paramount aspects provided to its members [22].

Jurists from the 12th and 13th Centuries alluded guilds to the collegium of the late Roman Law and enabled constituted authority to form and regulate this. As a result, the jurists had imposed a Roman legacy of hierarchical political authority onto the guild organization. Despite this, guildsmen continued to adhere to their theoretical legacy of autonomy stemming from the Germanic custom of sworn, voluntary association and self-governance. Although medieval guilds continued to serve their main purpose as mutual aid societies, their connotation to governance and regulation of economic aspects also grew [23]. Johannes Althusius of Emden, author of the "Systematic Analysis of Politics" which was first published in 1603, was a German Calvinist who incorporated economic exchange into the moral foundation of guild values. He elaborated that exchange is rooted in mutual need and thus, reciprocity is vital to exchange [24]. Following France and Prussia, Germany was most associated with corporatism with its "hometowns" populated by less than 10,000 citizens [25].

Leather shoe cups are usually associated with craft guilds in which members would pass the cup in a circle to drink in allegiance to the guild. Jobs such as shoemaking were associated with men, hence the usage of shoe cups as a symbol of allegiance to the guild is akin to a reinforcement of a rite of passage into this representation of proletarian German brotherhood. This also interrogates authority in light of the Roman legacy of hierarchical political authority onto the guild organization, which the guildsmen, and particularly the German ones, would reject by continuing to adhere to their Germanic custom of sworn, voluntary association and self-governance.

German guilds that used leather cups also represented self-authority, self-determination, and autonomy in the face of growing Roman influence and the incorporation of guilds into societal hierarchies and classism. The act of sharing the drink is representative of the main function of guilds as a structure that upholds mutual aid. It was marked by Calvinist influence inspired by the teachings of Emden, since the exchange of the leather shoe cup among the guildsmen is emblematic of reciprocity.

In the Middle Ages, European societies were marked by the idea that life was a struggle over classification, over accession to or preservation of a hierarchical status, especially given the growing influence of Roman and Calvinist thought on their societies. The hierarchical status of artists and craftsmen was represented by their position through a guild, which represented their securing of communal living as well as formed their social identity in relation to their place in the social order [26]. The leather cup represented the guildsmen's collective identity as craftsmen and celebration of their role despite their pending degradation in Medieval society, where they were eventually doomed by the classist hierarchy.

Ultimately, the historical shifts and evolution of work is informed by class struggle and the historical-materialist process. Work becomes a practice of resistance in the moment when the proletariat realizes they are alienated from their labor and begin to go against the capitalist social order. Craft and artisanship, especially those that operate on the fringes or in the so-called underground market, are radical forms of labor and initiate social change because they reject the parameters of systemic exploitation set up by the capitalist system. Such work can serve as both a catalyst and a supplemental force of class consciousness.


Notes

[1] Catherine W. Bishir, Crafting Lives: African American Artisans in New Bern, North Carolina, 1770-1900 . University of North Carolina Press, 2013.

[2] Ibid.

[3] Friedrich Engels, The Origin on the Family, Private Property, and the State ( Hottingen-Zurich1884).

[4] Karl Marx, Economic and Philosophical Manuscripts (Paris: 1844).

[5] Karl Marx, Das Kapital (Verlag Von Otto Meisner, 1867).

[6] Karl Marx, "Eighteenth Brumaire of Louis Bonaparte," Die Revolution, No. 1 (1852).

[7] Ibid.

[8] Karl Marx, Economic and Philosophical Manuscripts (Paris: 1844).

[9] James R. Farr, Artisans in Europe, 1300-1914 (Cambridge: Cambridge University Press, 2000).

[10] William Morris, "Preface to The Nature of the Gothic by John Ruskin" (1892).

[11] Erin O'Connor, "Breathing Work: Time, Space and The Vessel in Glassblowing" (2017), pp. 5.

[12] Daniel Moritz-Rabson, "Prison Slavery: Inmates are Paid Cents While Manufacturing Products Sold to Government," Newsweek, August 28, 2018.

[13] David R. Jones, "Ex-Prisoners and Jobs," GothamGazette, May 24, 2006.

[14] Katherine Smith, "Smith: Sleeping on Exploitative Prison Labor," The Cavalier Daily, April 19th, 2018.

[15] Ibid.

[16] James R. Farr, Artisans in Europe, 1300-1914 (Cambridge: Cambridge University Press, 2000).

[17] Joshua M. Price, "Prison and Social Death," Critical Issues in Crime and Society. Rutgers University Press (2015).

[18] Emily Moon, "Modern Slavery: The Labor History Behind the New Nationwide Prison Strike," Pacific Standard, August 22 nd, 2018.

[19] Daniel Moritz-Rabson, "Prison Slavery: Inmates are Paid Cents While Manufacturing Products Sold to Government," Newsweek, August 28, 2018.

[20] Valerie Reynoso, "The Politics of Mass Incarceration," Counterpunch, October 12, 2017.

[21] Karl Marx, Economic and Philosophical Manuscripts (Paris: 1844).

[22] James R. Farr, Artisans in Europe, 1300-1914 (Cambridge: Cambridge University Press, 2000), pp. 20.

[23] Ibid. pp. 20.

[24] Ibid, pp. 24.

[25] Ibid. pp. 31.

[26] Ibid. pp. 22.

American Exceptionalism, American Innocence, and What Comes Next: An Interview with Danny Haiphong

By Colin Jenkins

The following is an email interview with author and activist, Danny Haiphong, regarding the current state of capitalism, US politics, and his new book, American Exceptionalism and American Innocence: A People's History of Fake News-From the Revolutionary War to the War on Terror, which is co-authored with Roberto Sirvent. Danny is a regular contributor to Black Agenda Report. His book may be purchased directly from Skyhorse Publishing .



"The failure of the Western left in general and the U.S. left in particular to understand the inextricable, structural connection between empire, colonization, capitalism, and white supremacy-and that all elements of that oppressive structure must be confronted, dismantled, and defeated-continues to give lifeblood to a system that is ready to sweep into the dustbins of history. This is why American Exceptionalism and American Innocence is nothing more than an abject subversion. It destabilizes the hegemonic assumptions and imposed conceptual frameworks of bourgeois liberalism and points the reader toward the inevitable conclusion that U.S. society in its present form poses an existential threat to global humanity."

- Ajamu Baraka




I've been a personal fan of your writing on Black Agenda Report for many years, so I was excited to hear of this book when it was in the works. Can you let everyone know how it came to fruition? And how it materialized into a co-authoring project with Roberto Sirvent?

Thank you. I certainly have so much gratitude for The Hampton Institute, which I believe is one of the few truly socialist resources available for both new and veteran activists interested in the science of Marxism. As for the book, the project began when Roberto Sirvent reached out to me in the summer of 2017 with the idea of a book of essays on American exceptionalism. Roberto believed that Black Agenda Report's voice needed to be included in any analysis of the subject. We engaged in a series of discussions over the course of the next several months. The conversations centered on issues such as the U.S.' legacy in World War II, the significance of Colin Kaepernick's demonstration against the national anthem, and the framework of humanitarian imperialism.

We realized that American exceptionalism was a thread that linked these issues to a common struggle, the struggle against imperialism. American exceptionalism protects the system of imperialism by linking the interests of the oppressed with those of the ruling class under the banner of the (white) nation-state. Our purpose in writing the book was to ensure that activists and scholars possessed a tool for challenging American exceptionalism from the left. The left really has no use for American exceptionalism because it is based on myth and white supremacy. American exceptionalism presumes that the U.S. is the principle force for good in the world and that U.S. superiority gives the oligarchy the right to determine the destinies of those deemed inferior, whether in Syria, Venezuela, or for Black Americans right here in the United States. We agreed to make internationalism and anti-war politics a central focus of the book from the introduction to the final chapter.


Can you tell us a little about your personal journey through politicizing? Do you identify with any particular ideology?

Sure. I grew up in a working-class community in Cambridge, Massachusetts. My father was a white union worker for the federal government and my mother was a Vietnamese woman who has consistently struggled with mental health issues and has thus struggled with employment. After the elimination of Glass Steagall, banks and creditors sold my mother the dream of owning land and great wealth. Her pursuit of these endeavors nearly left our family bankrupt and her massive credit card debt (upwards of a quarter million dollars by the 2000 economic crisis) forced my father to work sixty to seventy hours per week for several years to make up the difference. Even then he was forced to refinance the house that we lived in twice in order to pay a small portion of the tuition that my sister and I incurred from undergraduate school.

It was in college that I was exposed to the one percent. Unlike many of my Black, brown, and white peers, I was able to attend an elite college and graduate. During this time, I frolicked in the same institution as our class enemy in the one percent. It drove me into depression. I thought about dropping out more than once. Then an Afro-Dominican friend of mine was racially profiled by the police and community in the town outside of my school and my depression turned to anger. I had lost several Black peers to premature death and was already privy to racism from my experiences with being called a "gook" and a "model minority" throughout my childhood. My organizing efforts around his case led to broader efforts to fight against racism on campus. These efforts were severely limited due to the class orientation of many of the students I was organizing with. It became clear that careerism trumped their principles.

I was lucky enough to have a professor who facilitated my transfer to New York City for the fall semester of 2011. While there, I interned for a labor union and participated in Occupy Wall Street. Both the labor movement and Occupy Wall Street, for different reasons, seemed unable to confront the fundamental contradictions of U.S. society. Labor leadership appeared indifferent to militant action out of opportunism and fear of capitalist reprisal. Occupy Wall Street appeared too disorganized to solidify an ideological and strategic direction and thus was vulnerable to state repression. As I participated in these struggles, I began reading corporate mainstream news on the U.S.-NATO invasion of Libya. I questioned why the so-called Black president who I voted for in 2008 would lead an invasion of an African country on what seemed like an Iraq-like pretext. No one in Occupy or the labor movement mentioned Libya.

The invasion of Libya and my frustrations with the struggle on the ground led me to read Black Agenda Report and Huey P. Newton's To Die for the People simultaneously. Each source of information introduced me to the concepts of socialism, anti-imperialism, and internationalism. It was clear from reading Newton and studying Black Agenda Report that I needed a stronger understanding of Marxism and socialist theory. Political education became my new objective. In the years since 2011, I have focused mainly on political education through participation in various mass-based and socialist organizations. I have been writing weekly for Black Agenda Report for the last five years. My ideology is socialist. Not to be confused with democratic socialism or social democracy, I ascribe to Marxism-Leninism as described by Lenin, Ho Chi Minh, Fidel Castro and Fred Hampton.


In the Introduction, you explain one of the goals in writing this book: (xix) "we want to equip our readers with the tools to locate, critique, and dismantle the twin ideologies of American exceptionalism and American innocence." Can you expand on this statement a little?

This book is not just meant to tell activists what to think, but how to think. By revealing the central contradictions of American exceptionalism, we believe that this book contributes to the broader struggle for social justice and transformation at the point of ideology. In 7th Congress of the Youth Communist League, Fidel Castro said that

"We must use solid arguments to talk to members and non-members, to speak to those who may be confused or even to discuss and debate with those holding positions contrary to those of the Revolution or who are influenced by imperialist ideology in this great battle of ideas we have been waging for years now, precisely in order to carry out the heroic deed of resisting against the most politically, militarily, economically, technologically and culturally powerful empire that has ever existed. Young cadres must be well prepared for this task."

We feel similarly to Comandante Fidel. American exceptionalism and innocence have shaped the political orientation of every single working class and oppressed person in the United States. While this doesn't mean everyone aligns with the tenets of innocence and exceptionalism, it does mean that their influence surely has an impact on the development of resistance movements against capitalism, white supremacy, and empire. The left in the United States rarely raises the question of war and when the struggle against white supremacy is raised, we find that it is not linked to the questions of power and oppression but rather of representation. This allows U.S. imperialism to render itself innocent of wrongdoing through the division of our struggles into easily containable parts. We believe that if we can identify and demystify American exceptionalism (the belief that the U.S. is a force for good), and American innocence (the belief that the U.S. is "above" the crimes it commits), then we can advance the battle of ideas that is currently being waged in the here and now. For example, instead of arguing that socialism is a project of reform, the rejection of American exceptionalism and innocence helps us realize that socialism requires nothing short of a complete transformation of society. We hope that our book will help others come to this realization through a study of history, ideology, and the reality behind imperialist rhetoric.


A paragraph that struck me as especially important reads, (xxiii) "Many avoid being labeled "un-American" by remaining silent about war, poverty, racism and the many ills that U.S. imperialism inflicts upon the world. Some activists have even suggested that approaching people from "where they are" by appealing to American exceptionalism will help recruit more Americans to the cause of social justice and transformation. If Americans believe "democracy" and "freedom" are worthwhile goals, we are told, then these sentiments should be utilized in service of the development of a more just social order. We believe that this is a monumental error in political thought and action. It not only assumes that the American population, especially the oppressed, primarily identify as "American" and will identify as such for the foreseeable future, but it also assumes that the American nation-state is in fact capable of ever bringing about true freedom, justice, or peace."

Can you talk about why this approach is a "monumental error" and why the underlying assumptions to it are wrongheaded?

The U.S. was never a democracy in the first place. This is difficult to swallow for many, including Bernie Sanders, who still believes that the West is the beacon and standard bearer of "democracy." In this era of neoliberalism, we find that pandering to the so-called values of the U.S. is very common, even among those who claim to be progressive or on the left. Take the example of Alexandria Ocasio Cortez. In speech after speech on climate change, Ocasio Cortez continues to insist that the best way to mobilize a fight against tide of environmental catastrophe is to rise to occasion like the U.S. did in World War II. This reinforces the myth that the U.S. saved the world in World War II and that the U.S. is going to save the world again.

Our struggles for liberation and revolution will fail if they intend to make U.S. imperialism a more perfect system. We can't improve upon what doesn't exist. We can't rise to the occasion like in World War II. Real socialists should not whitewash a legacy rife with criminality including the use of two nuclear bombs on Japan, the firebombing a defenseless Dresden at the expense of over thirty thousand civilians, and the corporate financing of Hitler and fascism prior to the U.S. entrance in the war. We discuss the U.S.' participation in WWII in Chapter 4.

We should also remember that American exceptionalism is a white exceptionalism. If we are attempting to reform or perfect the architectures of the U.S. imperial state, then we are perfecting a racist regime whose primary interest is in the mass incarceration, elimination, and erasure of native people and Black people in the United States. Our conceptions of liberty, freedom, and democracy will have to be based on a different model all together, if they are to be useful at all.


Chapter 1 sets the tone for the entire book, dissecting the underlying psychology that stems from dominant culture (culture from above). In it, you hit on the events of 9/11/01 and its aftermath, illustrating how the capitalist ruling class took advantage of this to perpetuate a backs-against-the-wall mythology that continues to prop up the empire. You write, (p 3) "The idea of the United States as a perpetual "victim" of enemy aggression that is compelled to "play defense" on the international stage is a quintessential example of American exceptionalism and American innocence working together."

Can you talk about what you mean here, especially in terms of how exceptionalism and innocence interplay in this scenario?

The Bush administration declared after 9/11 that terrorists hated the United States for its "freedoms." By invoking American exceptionalism and the myth that people all over the world fawn over the achievements of the U.S., the U.S. imperial state was able to simultaneously present itself as a victim of foreign aggression. This aggression was stateless and thus anyone could be blamed for its occurrence. The lies kept coming and coming. First came the invasion of Afghanistan in 2001 based on the false allegation that the Taliban were behind the attacks. Then there was the Weapons of Mass Destruction debacle that led to the invasion of Iraq in 2003. Throughout it all, the U.S. justified the destruction of far weaker nations by playing the innocent victim.

Innocence and exceptionalism often go hand in hand. Innocence requires an aggressor, a rapist, a subject devoid of humanity. The cruelty of the beast allows the U.S. ruling class to do whatever it wants in the name of profit. Enslaved Africans and displaced natives were depicted as savage creatures who were blessed by the civilized settler colonialist. In the War on Terror, the terrorist became synonymous with Muslim or Arab. Ironically, plenty of actual terrorists, or who are more appropriately named mercenaries, are created by U.S. foreign policy and its staunch ally, Saudi Arabia. But the War on Terror has always been less a crusade against these forces than it was a war to justify endless war abroad and state repression at home.


In Chapter 3 you address the interconnectedness of American imperialism, Black oppression (from slavery to Jim Crow to mass incarceration), and the genocide of Native Americans at the hand of European colonizers. Can you tell readers why this is such an important connection to understand?

In this era of Trump, there appears to be an ever-growing awareness of the race-based foundations of the United States. Missing from this awareness is how the U.S. never grew out of its white supremacist roots. We hear a lot that Trump "isn't what the U.S. is all about." We are often told, especially by white liberals, that the U.S. is proud of diversity and inclusion. Yet the plight of indigenous people and Black people in the United States tell a different story. Not many people know that indigenous people face higher rates of police homicide than Black Americans. Or that Black wealth in the U.S. is set to be zero by year 2053 if current trends persist. Inclusion and diversity ignore these realities. Even more disturbing is how anti-Russian racism fuels much of the white liberal resistance to Trump.

Without the enslavement of Africans and colonization of indigenous peoples, the U.S. would not have been able to develop the capitalist infrastructure necessary to become a global imperial terror in the world. Roxanne Dunbar-Ortiz, who we cite extensively in Chapter 2, explains that the U.S. military's very formation lies in the hiring of mercenaries by the War Department to rob and loot indigenous communities. There is a deep misconception that the struggle for Black liberation or against settler colonialism is a domestic dispute. Nothing could be further from the truth. If we don't internationalize the struggle against racism at home, then we can't follow in the footsteps of Malcolm X and the Black Panther Party, both of whom sought redress and recognition from the United Nations. American exceptionalism helps us forget these struggles and keeps us interested only in making the U.S. a more "diverse" society at the expense of any real struggle for power.


As someone who has gone from once being restrained by the thought parameters of dominant culture to now being deeply involved in revolutionary thought, I've noticed that one of the most difficult tasks when dealing with folks who are stuck in that former stage is reorienting their thought from individualistic to systemic. Angela Davis talked about this type of individualistic worldview being solidified in the neoliberal era, to the point where it even negatively affects activism and organizing. One of the reasons I've always loved your writing, as well as most content on Black Agenda Report, is because it is firmly embedded in a structural/systemic understanding. Not surprisingly, this book carries that analysis forward. For example, in talking about the systemic effects of white supremacy in the United States, you write, (p 54) "If American society itself is a monument to white supremacy, then the economic, cultural, and legal manifestations of white supremacy must take precedence over individual attitudes." Can you explain to our readers why it is so crucial that systemic effects must take precedence over individual attitudes?

Individualism is a bedrock ideology of American capitalism and imperialism. It is a powerful force that has a wide array of effects on the consciousness of the masses. Our book centers individualism not only in the neoliberal stage of capitalism but also in the formation of the United States as an empire that privileges the god-like image of the white citizen. The U.S. ruling class has been comprised of these whte citizens from the very beginning. White citizens of the ruling elite have attempted to instill the same values, principles, and behaviors in the entire white American population with great success. Citizenship here is key. Citizenship gives white America something to mobilize around. That was the basis of the entire Jim Crow period. The end of slavery was depicted as the end of white citizenship and organizations such as the KKK emerged to ensure that freedom for Black Americans would be nominal rather than universal in character.

Individualism not only mobilizes the political right but also infects the so-called left as well. We saw this inn the recent struggles against Confederate monuments in the United States. We also saw this in the confrontations of figures such as Richard Spencer. The focus tends to be on individual symbols and leaders rather than on the material conditions that allow people like Spencer or monuments of the Confederacy to exist at all. Such a focus allows real monuments to white supremacy such as the prison-state and finance capital to remain undisturbed and unchallenged. Individualism thus inevitably leads us toward projects to improve the image of the U.S. rather than the conditions of the masses. While some may see this as a defense of the political right, it is really a call for us to move our energies toward the structures of power that give the political right a foundation to stand on. If we cut that foundation, we cut out their existence as well.


An ongoing topic of importance is how white folks fit into modern revolutionary politics. This is especially important in the United States because of our long history of racial divide, both within the working class itself and as used as an effective tool by the capitalist class. It continues to be a crucial question. One product of liberalism and "white guilt" has been this manifestation of white saviorism.

You touch on this phenomenon in the book, writing on page 161, "The White Savior Industrial Complex is a modernized expression of American individualism and thus a direct product of the United States' racist and capitalist roots. In an article in the Atlantic, Teju Cole describes the White Savior Industrial Complex as "a valve for releasing the unbearable pressures that build in a system built on pillage." White saviorism recruits Americans-and white Americans in particular-to resolve the guilt inevitably produced by the unbearable conditions that U.S. imperialism has wrought on the world with individual acts of charity funded and sponsored by the very agents responsible for the destruction. Acts of "charity" not only focus on individualized action over collective response but also tend to reinforce the United States' obsessive fear of racialized "others." The White Savior Industrial Complex uses charity to absolve the U.S. of responsibility for the conditions produced by this obsession. White guilt is the escape valve. "We can participate in the economic destruction of Haiti over long years," Cole writes, 'but when the earthquake strikes it feels good to send $10 each to the rescue fund.'"

White saviorism is usually reserved for liberal circles; however, like most products of whiteness, it can certainly infect radical and revolutionary circles as well. That being said, what are your thoughts on more recent notions like "allies" and "accomplices?" How do such roles square up within a proletarian movement in the vein of Fred Hampton's Rainbow Coalition? How do you see the divides working out between so-called "class reductionists" (who are often white, and thus more likely to underestimate other forms of oppression) and hyper-marginalized members of the working class (Black, Brown, Women, etc) who experience these compounded forms of oppression every day?

Those are great questions. The United States is an imperialist nightmare with no shortage of internal contradictions that pose serious problems in developing a class-conscious revolutionary movement. White leftists in the United States are divided into two general categories (although they are far from exhaustive). These categories are the New Left, which emerged from anti-war and other political movements of the 1960s and 1970s, and a new generation of younger leftists who were inspired by Occupy Wall Street, Black Lives Matter, and now the Sanders phenomenon. What is interesting is that while the New Left is often thought of as class reductionist, the politics of white saviorism often instills feelings of guilt about their white privileges and render them attracted to liberal discourses on race and identity largely emanating from the bourgeois academy and university system. I find that class analysis is what is reduced when class analysis is ignored, while class reductionists in the white left are reacting to this development in a negative way. Both often lead to irreconcilable issues and weak movements.

The younger white leftists are more amenable to radical interpretations of society. What is lacking is political organization, a real vehicle that can drive younger activists toward revolutionary politics and strategies. Occupy Wall Street was unable to become an organized, discipline force capable of developing long-term alliances and fending off state repression. Right now, everything is confined within the Democratic Party and Bernie Sanders. On the surface, it appears that Sanders supporters tend to take a class reductionist point of view. Many of the demands of Sanders supporters revolve around economic necessity. Corporate Democrats have taken such a surface level analysis very seriously and have attempted to make what is a pretty diverse group of people who are aligned to Sanders look like a bunch of angry white men.

It is important to realize, however, is that the only effective way that class reductionism or white saviorism have ever been countered is through the self-determined political organization of Black Americans and the racially oppressed. Your example of the Rainbow Coalition is a good one. Fred Hampton and the Black Panther Party were able to forge alliances with white radical organizations such as the Young Patriots because there was a significant Black left-leaning presence in the struggle of that time. Even if the Black Panther Party was numerically small, Black Americans in large numbers opposed wars, favored economic transformation, and (especially young Black Americans of the period) were attracted to political demands that sought to rectify the failures of integration and Civil Rights. Furthermore, there was a large global socialist movement led by a bloc of nations such as China and the USSR which helped challenge U.S. imperial domination worldwide. In the absence of these conditions, we have seen white saviorism and class reductionism battle for the hearts and minds of the white left.

In summary, Black workers and working people of oppressed nationalities must be the ones to lead the conversation and organization around their self-determination. This is the best antidote to the contradictions white left, which has always needed direction. But the answer for white leftists is not to sit on their hands or give up demands for economic and political change. It also isn't to become "white allies" with the oppressed in the way that it has been defined by the academy. White American leftists need to be challenging the ideologies of exceptionalism and saviorism, as well as the far-right political trend occurring throughout the Western world. They must ask: when has being an "ally" transformed the material conditions of anyone? No movement has ever been based on elitist grand-standing, which is what I believe the politics of diversity and inclusion promotes in the final analysis. White leftists must bring an anti-imperialist, anti-war orientation into their communities and find ways to promote solidarity with their comrades in Black communities and other oppressed communities. That is the only way forward.


In Chapter 21, you tackle the question, "who exactly does the military serve?" As a military veteran who has written about such questions, this spoke to me. In answering, you write (page 239), "Consciousness of who and what is behind the dominant narratives of American exceptionalism and American innocence is a prerequisite for the development of an alternative narrative that can be popularized widely." Can you elaborate on what you mean here?

We must know the enemy. American exceptionalism and innocence make us believe that the enemy is ourselves. Or, that the enemy is the "other"-a racialized threat created to justify the original sin of slavery through the dehumanization of the African or Black person. Alternative political narratives emerge only when the veil has been lifted off those who cause the suffering. The Black Lives Matter movement initially pointed to the police and prison-state as the enemy that was not only killing Black Americans but also reinforcing narratives of criminality so important to the conditions of premature death that plague Black communities across the country. We believe that lifting the veil from the peddlers of American exceptionalism and innocence gives us an even broader understanding of who and what is behind the oppression and exploitation of Black America and the working class more broadly. Corporate media outlets, education systems, corporate executives, military officials, and politicians; these are the stakeholders of the ideologies of American exceptionalism and innocence. Being able to identify them and begin an investigation into their interconnectedness helps us realize how power in the form of the profit-motive is at the heart of U.S. imperialism. Perhaps even more critical is that we can then see that this system is not an amorphous or abstract project. It is a product of class rule in a specific historical epoch and thus a temporary condition which can be destroyed and replaced by a new system with the help of a peoples' revolution. This is no easy feat, and I don't pretend have the answers as to how this will happen but getting more struggling people in the U.S. to realize this is an important step.

That is what our book is all about. And we feel that ending on the note of the U.S. military is appropriate since there is perhaps no institution more destructive and obviously controlled by the capitalist class. The U.S. military is also one of the most venerated institution in U.S. society for this exact reason. Few people, except the ruling class themselves, would support wars if they believed the only reason for them was to expand the profits of a small number of capitalist oligarchs. Thus, the military has been depicted as an engine of democracy, freedom, and an opportunity to get an education and a job in a society that provides neither as a human right. Prior to that, the U.S. military was heralded as an engine of white prosperity and employment. Its targets on the other hand have been turned into sub-human creatures worthy of annihilation. Who can forget when, in 2011, the U.S. military-state and its media accomplices claimed that the Gaddafi government was using Viagra in the U.S.-NATO invasion of Libya to rape women and children? Or when the U.S. military trained its soldiers to view Koreans as wild savages and "gooks" during the Korean War? Unfortunately, many Americans have, and that's because American exceptionalism has infected the political discourse from top to bottom.


As a society, we seem to be on a precipice of sorts. Or at least find ourselves in a significant moment in history, with neoliberalism intensifying inequality, environmental disaster looming, extreme wealth taking ownership of our public agenda, never-ending militarism, creeping fascism, etc. Where do you see things heading in the next five years? And how should we as radicals respond from within the belly of the beast?

In the next five years, I see three developments of significance that will have a profound impact on the trajectory of the U.S. left.

First, the ruling class will continue its assault on the social democratic tendencies of the Democratic Party base. This will exacerbate the political crisis of legitimacy occurring in the United States generally, strengthen the figures such as Trump, and lead hopefully to new opportunities to develop a viable independent left political party.

Second, the U.S. is due for a capitalist economic crisis. This crisis is likely to be even more devastating than the 2007-08 crisis. The proletarianization of U.S. society will reach a breaking point. Where workers and oppressed people in the U.S. go from here is anyone's guess, but we can expect that they won't take the suffering quietly.

Third, Russia and China are eclipsing the United States on the world stage. U.S. imperialism wants nothing more than to weaken its rivals to the East. This means that in the next five years, the threat of war with Syria, Iran, Russia, and China will escalate. The threat will increase amid political and economic crisis.

We must respond through political organization and education. There is a progressive tide occurring in the United States. But the tide is not organized outside of the Democratic Party and there is no Black liberation movement to lead it. Thus, we must be vigilant in creating the conditions for the organization of the working class and popularizing the politics of solidarity and anti-imperialism.

The conditions for organizing on a socialist and communist basis are becoming more favorable. Large portions of the United States want universal healthcare and are more amenable to the term socialism. Of course, many still think socialism is the New Deal and a reform project. But the sentiment against unfettered capitalism and imperialism is there and it will be up to us to harness it and push the contradictions forward to their logical conclusion: social revolution.

Black Metamodernism: The Metapolitics of Economic Justice and Racial Equality

By Brent Cooper

I'd been thinking about this idea for a while before a redditor asked the very pointed question: Are there any black metamodernists? I didn't really have a complete answer yet, which is 'yes and no.' It's a complicated question, and it doesn't seem like many are rushing to answer it. Mostly no in the explicit sense like Hanzi , of developing the "metamodern" concept and advancing a program beyond the discourse of the Dutch school . But yes in many other ways, both explicit and implict.


Black to the Future

For starters, there is one obscure but direct source for 'black metamodernism,' in Transatlantic dialogue: contemporary art in and out of Africa , 1999 (limited to a snippet view). Art history professor Moyo Okediji described contemporary African-American art in terms of metamodernism as an "extension of and challenge to modernism and postmodernism." Without access I cannot offer a thorough review, but the point is clear; black metamodernism exists and was another one mostly missed.

The book jacket lists a number of black artists, including Jean-Michel Basquiat. He is considered a type of black metamodernist described as 'returnee artists'; "African-American artists who return from Africa with a new awareness of their identiy that affects their work." (from Monni Adams book review ). This concept could certainly apply to Malcolm X or Dave Chappelle as well, who were forever changed and radicalized by their pilgrimages to Africa. I think metanoia, a fundamental change of mind, plays such a role in metamodern sensibility. All of this seems to align with metamodern critique, art, praxis, and values, and yet we do not hear much about a black metamodernism today.

Martin Luther King has already been accurately characterized as metamodern by Alexandra Dumitrescu, who thinks "he might have been a metamodernist avant la lettre ," and I couldn't agree more. King had a vision so progressive that it is only just being fully realized (actualized) today. The dream was cut short by his assassination, for which the white establishment is necessarily implicated. Even though he's gone and from a different era, his actions and ideas resonate now in a crucial way because they are still not achieved, so it's a battleground issue (conservatives try to co-opt and re-write MLK). And if we are going to mention MLK, perhaps we should also include Malcolm X, James Baldwin, Fred Hampton and countless other black activists ahead of their time, as implicitly metamodern.

Cornel West could be a metamodern thinker, pictured above, but he has never used the term, and this distinction matters, given its history at this point and his ability to wax on postmodernism. As I addressed in Gonzálezean Metamodernism, West is a good candidate to embrace the discourse, not only because he is invoked by González in that context, but because more broadly black theology is at the root of Hispanic liberation theology, and West is a cutting edge philosopher of sorts. Now is as good a time as any to (re-)introduce black metamodernism, as it builds on the turn González proposed for Hispanic Americans. Black people too are metamodern aliens in the postmodern promise land.

In Whose (Meta)modernism?: Metamodernism, Race, and the Politics of Failure (2018), James Brunton asks the right question, but also misses the source material I've mentioned. He draws his theory from Vermeulen and van den Akker, and David James and Urmila Seshagiri (2014), as well as many black poets, but he is yet another scholar 'missing metamodernism' in the broader sense I describe, and Okediji 's black metamodernism specifically.

This is a call to action to implicit black metamodernists, many of whom I discuss here, to cross over, to represent, and join the paradigm shift explicitly; my inspiration for metamodernism has in part already come from many of them. Wolfgenghis_Khan wants you; and so do we. I have written just two other articles about race/ black issues; one about black abstract art (where Basquiat is mentioned), and one about how racism is "abstracted " (made obscure), particularly by white racism against black people in the US. These are facets of my approach to metamodernism, and how abstraction can reveal or obscure the nature of racial politics and discourse. And in those I also have missed much of what I describe in this article, so it is all (re)combining into a broader black metamodernism.


Green Metamodernism

In terms of metamodern theory itself we can consider Nordic or Dutch as varieties of green metamodernism. The are green by being or having moved from the left beyond the liberal status-quo, but also green in the sense of being inexperienced or naive. To be sure, they are brilliant, but green (new, fresh) compared to their metamodern forebearers who have been missed. In the dominant Dutch School (art/ history/ culture) mode, the artist Reggie Watts is considered metamodern for his mind-boggling and heart-warming sincere absurdism. Donald Glover is metamodern too, as described here (2014), and here (2017), not least for his meta-humour in the metamodern show Community. Also, here is very comprehensive site, Metamodernity and Because the Internet , dedicated to the study of Donald Glover/ Childish Gambino and metamodernism. And this is all before his song/video " This is America " (2018) made a profound statement about race. After, we can understand him better through a lens of black metamodernism.

Green metamodernists generally do not theorize race directly or explicitly, although Hanzi has deconstructed the alt-right at some length . The general aversion is probably in part because the importance of the subject is generally implied as metamodernism is ostensibly about synthesizing and transcending both the postmodern critique (which includes the intersectionality of race, gender, class, etc) and its target, modernism. Race just becomes a smaller but still important detail in a broader context of meta-theory, planetary crisis, and metamorphosis (systems-change). But race theory is also peripheral in part because these metamodern epistemic communities are mostly white people who are tacit allies.

On the other hand, 'black metamodern' discourse has not been maintained or linked up with contemporary metamodern discourse. So the problem is two-way. This crossover should happen for two reasons: 1) by metamodernism not addressing it, it appears racialized, ignorant, or biased, and 2) by black discourses not combining with the broader paradigm shift, it remains disempowered and marginalized by the anti-postmodern and white nationalist political climate.

Metamodernism, from its Dutch and Nordic schools of origin, appears to have a eurocentric and white bias, though they have a global orientation and sensibility, as well as tacit understanding and concern about systemic racism. As we've seen in all versions, metamodernism doesn't ignorantly deny the merits of postmodern critique, or abandon social justice that conservatives and centrists have written off, nor does it embrace the full excesses of SJW culture and what has been termed 'grievance studies' literature by some determined IDW-adjacent academic hoaxers - The whole problem there is that they don't realize that all academia/ scholarship has similar problems (even their own fields, which aren't social science), but they are singling out and mocking social justice while social justice isn't being achieved in reality.

But metamodernism hasn't yet provided a clear or viral enough answer for the postmodern impasse. Or at least we've tried, and few have paid attention. Meanwhile, the new centrism of the Intellectual Dark Web has filled the void (or rather spoke over the Other) with anti-postmodern and anti-social justice diatribes that actually inflame systemic racism (which they deny exists). Those on the left who have already united against the IDW would do better to understand their moves as metamodern, and generate greater collective coherence as such.

The IDW would have you believe progressivism is a lost cause, yet they stand in the way, provide no alternative, and tune out the people actually working on those problems. The IDW remain do not engage with actual leftist politics, let alone black sociology. I offered a broad critique of the IDW over a year ago , trying to pre-emptively assuage the culture war, much of which still holds up. The IDW have gotten worse in some respects, have been critiqued harder, and now is quickly crumbing and becoming obsolscent, giving rise to a new emergent discourse.

There is also the odd (right-wing) person who is fond of metamodernism, but interprets it for their own ends without really understanding it. They support Trump. They like Jordan Peterson and Jonathan Haidt. They are against immigration for personal (identity) reasons. They have no interest in the thorough critiques of any of these things. They, of course, have also been missing the metamodernisms as I have described in this series, but also in the contemporary sense that comes from Dutch and Nordic versions, because there's nothing in those sources to inspire right-wing ideology. On the contrary, they demand a much closer read of history, theory, and social consciousness.

In general, metamodernism is post-political, beyond the left-right spectrum, and refers to the era we are in (and so does hypermodernity). But along a particular axis of issues, metamodernism as a movement and sociological theory is uniformly aligned with the leftist movement today, as it is expressed throughout this series (vis-a-vis technology, liberation theology, black socialism), and some of my other writings. This doesn't mean conservatives aren't welcome to participate and contribute - they are - but it means zero tolerance for ignorance about what postmodernism actually means, and regressive dogmas about climate change or social justice. In the Dutch and Nordic versions, metamodernism assumes the viability of a socialist steady state, not surprisingly because they are from successful ones, and are relatively successful in such societies. The idea is to provide that to everyone, and it's not a pipedream.

Metamodernism, by all available standards, reflects a progressive culture towards a cosmopolitan post-capitalist demilitarized vision of society that will mitigate climate risk, not an ethnonationalist hyper-capitalist militarist denialist prophecy of social control that will accelerate and exacerbate collapse. The choice is starkly contrasted, and the latter is called hypermodernism, not metamodernism. With this in mind, I see no right-wing person actually theorizing metamodernity, coherently at least, but there is still a need for a course correction in green metamodernism by black metamodernism.


Back in Black Metamodernism

My role here is not to be an expert on black metamodernism per se, but to defer to the real experts in their fields and to help widen the space of the new discourse. Outstanding black scholars are not in short supply, but are still fighting an uphill battle against a white-privileged status-quo. Many are immensely wise, strong willed, and influential, and yet lack the clout they truly deserve. Their critiques have not reached far enough to affect the needed change. And the lack of convergence through metamodernism has not helped either.

Notable black thinkers/ activists/ leaders include Cornel West, Charles W. Mills , Tressie Mcmillan Cottom, Michelle Alexander, Ta-nehisi Coates, Michael Eric Dyson, Benjamin Dixon, Mansa Keita, Bill Fletcher Jr., Wosny Lambre, Briahna Joy Grey, Ilhan Omar, Ayanna Presley, Kwame Anthony Appiah Patricia Hill Collins Kimberlé W. Crenshaw Angela Y. Davis Henry Louis Gates, Jr. , and many more . Could this be a cross section of black metamodern thought? Many of them have theorized or criticized postmodernism as well, so it would not be a stretch to entertain metamodernism, especially with these added perspectives (Borgmann, González, black, in addition to Dutch and Nordic strands).

This negligence of black metamodernism is part of the wider pattern of Missing Metamodernism  - even amongst black scholars. They could perhaps be forgiven for not dropping everything and devoting themselves to Dutch or Nordic metamodern developments, but they also have a precedent with 'black metamodernism,' so we hope they will learn and develop it with us and speak up. Take up this meta- mantle and converge with metamodernism more broadly, to develop a new paradigm.

Much of the public discourse is not lacking in racial awareness, evidenced by the following TED talks, but it's a broader question of some (white) people's interests and attention spans. And the mainstream media is still deeply filtered and divisive over race issues. My purpose here is just to share some of what's out there, so that it can't be ignored or missed by those interested in metamodernism. And so it can't be denied by the centrists and right-wingers that want to preserve some mythical abstraction of white Western civilization. The point is that black culture was metamodern before some industrious white people rediscovered metamodernism.

In The Dangers of Whitewashing Black History, David Ikard recounts the story of his son in Grade 4, who was taught that Rosa Parks was frail old black women, diminishing her life-long struggle and the story of social justice behind her. David wanted to confront the teacher, but because of his experience with the "white fragility" of some people, he knew that might be a bad idea. So he instructed his son to learn the true history, which he did, and his son gave a speech debunking the myth. The teacher apologized to student, and subsequently retaught the Rosa Parks lecture. This is why Rosa Parks wrote her autobiography, so she could tell her own story, David said, but it still so easily becomes whitewashed. In 1950s, lynching was normal. MLK's house was bombed twice. Rosa parks was not an 'accidental activist.' These facts are often submerged by a more sanitized narrative.

Then there was a book draft David reviewed for his brilliant white professor "Fred" (not his real name) while he was a graduate student. Fred was writing a history of the civil rights movement, David explains, "specifically about a moment that happened to him in North Carolina when this white man shot this black man in cold blood in a wide-open space and was never convicted." David saw a problem in a particular personal story of how Fred talked with his black maid (which already has racial undertones in itself).

1968, MLK had just been assassinated, Fred is 8 years old, and his maid is crying and he asks why. "It'll be okay" he says… "Didn't Jesus die on the cross for our sins?" and 'maybe things will work out.' The maid, despondent as she was, tempered herself and gave little Fred a hug and a cold Pepsi. For Fred, it was proof people could cross racial lines to overcome adversity; that love could conquer all; he did a good thing. David called bullshit. The story wasn't about the maid, it was a selfish story about Fred naively thinking he was helping. The whole episode was clouded by the fact Fred was technically her employer, so she couldn't get mad at him. After being called out, Fred then realized that he misread the moment.

And there is many more TEDx that challenge basic misconceptions and expose systemic racism: Black Self / White World - lessons on internalized racism | Jabari Lyles | TEDxTysonsSalon (2017); White Men: Time to Discover Your Cultural Blind Spots | Michael Welp | TEDxBend (2017); Let's get to the root of racial injustice | Megan Ming Francis (2016). Not to mention the ample books and documentaries out there.


From the Intellectual White Web to Black Lives Matter

The more you know, the less ignorant you are, but some people can't be bothered. From the current smorgasbord of trashy thought leaders, Jordan Peterson is probably the most obtuse white person one can picture. He is tacitly against identity politics and racism, white supremacy, and white nationalism, while not having a clue how they actually operate in the world and through his own discourse. The Peterson paradox is being able to unironically praise MLK in one sentence and condemn his core values (like democratic socialism ) in another without an inkling of cognitive dissonance.

Imagine being so functionally ignorant of systemic racism that you lecture about how 'white privilege is a marxist lie' at Trump International Hotel in Washington, DC (2018), behind a picture of Abe Lincoln, as if that means something in this context. It is scholarly dereliction to be so ignorant about those concepts, to say the very least. And then to cry crocodile tears when Michael Eric Dyson calls you out as a "mean mad white man." And then for your demagogic bile and self-help slop to fuel the xenophobic incel rage of white nationalist shooters. And then to get even angrier that you have incessant critics, as if don't they have something important to explain to you. And then you give a high school book report of The Communist Manifesto to Zizek. But at least you've made over $1M in the past year and are now doing a business scam thing with Kobe Bryant and George W. Bush , and chumming with far right politicians who want to purge humanities teachers. So much for classical liberalism. Fear not mean white man, have a cold Pepsi, we know you're doing your best, just like "Fred" was with his maid.

At the end of the day black metamodernism is not just about the 'black' modifier; it's not self-interested minorities with narrow identitarian priorities, like their white majority racist counterparts. Many black scholars do not dwell on race, they are well rounded, but rather race is forced upon them because of their skin color and place in society. Some become experts by choice, others by circumstance. The dream is for racial equality and economic solidarity, not black supremacy, but white anxiety keeps murdering this dream, keeping the nightmare (whitemare?) alive and well in America.

"Black Lives Matter" (BLM) is actually a proportional response to the criminalization of drugs, profiling of minorities, and being incarcerated or killed by racist or paranoid cops. Whether the cops are overtly racist or subconsciously is beside the point, because they are still racist in effect and consequence. Opponents of BLM generally miss the point, only seeing a black power grab, but that itself is a racist interpretation based on ignorance, fear, and (social) media distortion and polarization. The reality is, as Brunton described it;

"The Black Lives Matter movement argues that we need to recognize precisely the opposite of what the movement's hashtag declares that is, historically, white patriarchy has failed to treat black lives as though they matter. American liberal democracy has failed to provide the rights and privileges of citizenship to a large portion of the citizenry, and the election of a black president has failed to usher in a post-racial society." - Brunton, Whose (Meta)modernism?: Metamodernism, Race, and the Politics of Failure (2018)

Like with MLK, this progressive (black) metamodernism includes the racial struggle, but is about the larger quest for socio-economic and even environmental justice. As such, black metamodernism is not reducible to a shallow form of identity politics. To avoid this caricature, the first task is to consolidate the new subfield as metamodern, as could be done for each path in (ie. Borgmann, González, etc…). The second task is to re-integrate back into a broader more inclusive notion of metamodernism to address the meta-crisis of hyper-capitalism. This series tries to advance both tasks in a small way.

Furthermore, it's all about climate change now, the anthropocene, and (quite certain) global existential risks that humanity are creating. There is this overriding sentiment that if 'we're all going to die' then might as well do the right thing now. And as you can see (below), black metamodernists are already ahead of this curve, which is why we should already be united under one paradigmatic umbrella.

The Black Socialists of America were on the podcast New Models - Episode 12: BLACK SOCIALISTS (Z, Busta, Keller, @LILINTERNET ). They describe how they founded it response to how Cornel West was attacked by "black liberals" for critiquing Ta-nehisi Coates, and realized there wasn't a real platform for Black American socialists, anti-capitalists, leftists, etc. At 7:30, they start to get into it;"I don't want to slam postmodernism too hard here but…" Needless to say, they are beyond postmodernism, and have a thoughtful critique that could be described as metamodern.

The Michael Brooks Show (TMBS) invokes black sociology often (consider the work of the Association of Black Sociologists on twitter too), especially with the frequent guest Bill Fletcher Jr . Brooks is so committed his twitter bio says "Member of the Yacubian Left," a nod to the theory that an ancient 'black scientist' created white people through eugenics. On TMBS 91 " Wonkery Won't Save Us & Green Imperialism ," Brandon Sutton (The Discourse podcast) was recently on to brilliantly break down systemic racism and the neoliberal agenda (May 21, 2019). Sutton is also cautious about cancel culture and performative wokeness that run the risk of undermining their goals. TMBS has been critical of Kanye's politics and black activism (vis-a-vis Trump), from black perspectives. Briahna Joy Gray (former Intercept editor and now Bernie's press secretary) is a regular guest too.

Michael Brooks and guests have been the most incisive critics of the IDW, because they already have this implicit metamodern awareness, as noted in Gonzálezean metamodernism. To be sure, black metamodernists would go after the mostly white Intellectual Dark Web, not join it like Candace Owens, Coleman Hughes, or Thomas Sowell to be instruments for a racist status-quo. See ' Coleman Hughes is bad for the discourse ', and this vid , and James B. Stewart, Thomas Sowell's Quixotic Quest to Denigrate African American Culture (2006). Hughes and Sowell, despite whatever intellectual merits, are truly not grounded in racial reality, and are certainly not metamodernists, but reactionary modernists.


Last Light on Black

There is still so much more to explore in this potential subfield than I have not covered here. I have just scratched the surface of black metamodernism, as with the other articles in Missing Metamodernism. Afrofuturism seems pretty metamodern. The movie Black Panther was a critical and commercial success; perhaps a black metamodern film in a metamodern franchise. A black writer named Germane Marvel has authored a couple Medium posts on metamodernism which seem to offer fresh philosophical musings about it; Meta Something? , followed by Meta Nothing? Research in Black Feminist Science explores how "the intellectual endeavors of marginalized black women have historically represented radical challenges to structures of knowledge and systems of oppression."

Some more artefacts of black metamodernism to consider include Get Out , The Legacy of Black Reconstruction, by Robert Greene II Bernie's Plan for Racial Justice, by Meagan Day The Boondocks (TV series) , and Into the Spiderverse . And through the internet over the past couple years I have connected with a few black people in Africa and elsewhere interested in metamodernism, but without having a proper African version of it. I think now it is safe to say there is one, and it can be developed more.


Conclusion

I hope I have established a solid precedent for what I suggest by a broad 'black metamodernism'; a shrewd awakening and reality check for what Charles W. Mills calls 'white ignorance,' among many other things, that metamodernism has not hitherto immunized against. Social justice still demands resolution, despite what the (pseudo-)intellectual posturing against it would tell you. The ample literature on structural racism may seem to shout through the matrix of postmodernism, incomprehensible to the new center, but we are listening. In a time when racial tensions are still high and systemic racism persists around the world, particularly against people of color in the United States, not to mention the scourge of white nationalism and dastardly race/IQ pseudoscience, we cannot make excuses for the absence or negation of a black metamodernism that was always present.

Furthermore, postmodernism and social justice are under constant attack for the wrong reasons, while questionable postmodern (gibberish) scholarship is still being produced, normatively for the right reasons, but at the limits of critique. For many of us in the culture war, this is the whole point of a metamodern intervention; to cut through the bullshit and end the culture war itself (along with actual war), while also reforming the research and education paradigm towards these ends. Who but (black) metamodernists could most aptly advocate for this?

→ Read Part 1: Missing Metamodernism
→ Read Part 2: Borgmannian Metamodernism
→ Read Part 3: Gonzálezean Metamodernism


Brent Cooper is founder and Executive Director at The Abs-Tract Organization , a Canadian think tank.

When and Why Did Unions Start Signing Contracts?

By Robin J. Cartwright

In 1911 Bill Haywood complained that

the A. F. of L. couldn't have a general strike if they wanted to. … They have 271,000 different agreements that expire 27,000 different minutes of the year. They will either have to break all of those sacred contracts or there is no such thing as a general strike in that so-called 'labor organization.'

Today labor relations professionals take it for granted that unions seek to sign contracts with employers, but in Haywood's day this was a relatively new and controversial practice, one that started when he was a teenager. Contracts were originally invented by labor unions that believed they needed to give national leaders authority to restrain strikes and militancy, which could bankrupt the union or subject it to state violence. As labor unrest increased, employers looked for new methods to control their workforce and undermine strikes, eventually choosing to work with and co-opt moderate labor leaders and use their authority over union members to discipline the workforce. Over several decades, employers and union leaders experimented with a series of contracts, gradually developing a workplace contractualism that served both groups.


Labor relations before contracts

Prior to the rise of contracts, unions practiced a variety of other methods to interact with management. During the Lowell textile strikes of 1834 and 1836, among the first factory strikes in the United States, the workers made no attempt to get management to sign a collective bargaining agreement. The strikes were waged in response to a wage cut in 1834 and an increase in the price of room and board in company boardinghouses in 1836. In 1834, the workers, nearly all of whom were young women, organized mass meetings and signed petitions against the cuts, pledging to refuse to work if they were not rescinded, and imposing penalties on any worker who broke her pledge. Although the 1834 strike was defeated, the 1836 strike was better organized and succeeded in reversing the price increase - without signing a contract and with little in the way of labor-management meetings and negotiation.

Nineteenth-century craft unions , with a mostly male membership, often attempted to unilaterally impose their preferred wages and working conditions on employers without signing a written agreement, or even negotiating. Typically, union members would meet and vote on what they called "legislation" (i.e. union work rules). This legislation set wages, working hours, break times, days off, terms of apprenticeship, and specifics of how work was to be done (such as the size of work crews, how many machines could be run at once, and how many products would be produced per hour). Union members were obliged to refuse any order which conflicted with this legislation, and refuse to work at any company that did not abide by it. These craft unions organized skilled occupations that required extensive training - making it difficult for management to replace any worker. If a sufficient portion of the limited pool of skilled workers refused to work for any employer that did not abide by union legislation, they could compel employers to abide by the union's terms. For this strategy to work, the union had to ensure that the number of workers who were trained in their craft remained limited, and many craft unions attempted to do this by restricting the number of new apprentices taken on, and by keeping women, people of color, immigrants, and/or the Irish out of their trade.

Another common practice among nineteenth-century workers was to issue a "bill of prices" or "wage scale" - a written list of occupations in the workplace and the pay rate the union demanded for each one - and go on strike. In some cases, workers were able to compel management, via this direct action, to sign these bills of prices. In other cases, management met with a committee of strike leaders and negotiated a compromise bill. Perhaps the most common result, when management did not defeat the strike outright, was to raise pay rates - but not raise them as high as the union wanted - without signing anything. For example, during the New England shoe worker strike of 1860 , a few employers agreed to a bill of prices with the union, but most raised pay by a moderate amount without formally signing an agreement. The strike gradually petered out as management gave workers much of what they wanted; in some cases, the union unilaterally called off the strike after management made sufficient concessions.

If you equate any written agreement between labor unions and management with a union contract (an overly broad conception of contracts), then these bills of prices would be the first union contracts. However, they differed from modern union contracts in that they did not have expiration dates and normally only set the pay rate. None of the other normal components of modern union contracts - management rights clauses, grievance/arbitration procedures, no strike pledges, language on hours and working conditions, dues checkoff, etc. - were present.

In the latter part of the Civil War and after, American workers began organizing trade unions on an unprecedented scale. Prior to the Civil War, labor unions had primarily been local or regional bodies with little in the way of a national or international structure to coordinate local activity. Unionists now established labor organizations that spanned coast to coast, with national conventions, elected national leaders, and a nationwide strike fund for each trade. They formed the National Labor Union as an umbrella federation (and, after a split, the Colored National Labor Union).

Samuel Gompers, who would later become President of the American Federation of Labor (AFL) and an advocate of contracts, first joined a union as a young man during this time period. In his memoirs he wrote:

There was a vast difference between those early unions and the unions of today. Then there was no law or order. A union was a more or less definite group of people employed in the same trade who might help each other out in special difficulties with the employer. There was no sustained effort to secure fair wages through collective bargaining. The employer fixed wages until he shoved them down to a point where human endurance revolted. Often the revolt started by an individual whose personal grievance was sore, who rose and declared: "I am going on strike. All who remain at work are scabs." Usually the workers went out with him.

Thus, even after the Civil War and the rise of a truly national labor movement, contracts between employers and labor unions were still unheard of.


The Knights of Labor and the attempt to abolish strikes

Most national trade unions collapsed in the 1870s in part due to a severe depression. High unemployment made it easy for employers to replace union members, and insured a large supply of scabs in the event of a strike. Trade union after trade union went bankrupt funding failed strikes.

When the labor movement revived at the end of the 1870s, the new unions, both the Order of the Knights of Labor (KoL) and the new trade unions that would later found the AFL, were determined to avoid what they thought were the mistakes of previous trade unions. They required all locals seek permission from the national leadership before launching any strike. Any strike not authorized by national leaders would not receive any support from the national organization.

For example, the KoL's regulations stated,

Strikes … are, as a rule, productive of more injury than benefit to working people, consequently all attempts to foment strikes will be discouraged. … No strike undertaken without the sanction and orders of G.A. officers … shall be supported from the Strike Fund.

The KoL's Grand Master Workman (president) Terence Powderly explained ,

Strikes are a failure. Ask any old veteran in the labor movement and he say will the same. … An association well organized need never strike. It is only half organized unions that do so.

In response to the idea that the Order "protect and foster strikes" he satirically proposed that the union also "purchase a rifle and bayonet; also one hundred and fifty rounds of ammunition for each member" and acquire "the latest improved style of Gatling gun." He elaborated that men in office had "enacted laws which make it impossible for you to strike without the troops [being] called out" and that consequently encouraging strikes would bring severe repression upon the Order. Powderly further argued :

There are times when, under certain indignities and tyrannies, a refusal to strike amounts to downright cowardice; but these circumstances seldom arise. The average strike is brought about by the inflammatory speeches of some firebrand. … A strike seldom fails of one result, that is, to create confusion and distrust, and finally break the Union up. Whether the strike was successful, or not, it generally breaks up the branch engaged in it. One reason is, men expect that, as soon as they strike, they ought to walk up to the treasurer and draw five dollars a week, even though they have not paid in five cents.

Like the trade unions, the Knights felt that national union leadership needed to have a degree of authority over the membership to ensure members did not engage in strikes that would deplete their funds and/or provoke severe state repression. However, the Knights had a more ambitious approach to strikes than the trade unions - they wanted to abolish them. In the long run, the Knights intended to abolish strikes by abolishing capitalism, thereby making them unnecessary. In the medium term, they wanted the state to pass laws providing for the compulsory arbitration of all labor disputes. That objective was never achieved in the United States, although laws for voluntary arbitration were passed, and the Knights of Labor in New Zealand did get parliament to pass compulsory arbitration legislation during the 1890s (which the New Zealand IWW would later campaign against).

In the short-term, the Knights arranged for private arbitration with employers, instead of resorting to strikes, whenever possible, reserving direct action as a last resort. This private arbitration took several forms. KoL leaders were empowered to arbitrate disputes between their members and employers; they could order their members to accept a settlement they did not agree with. If the employer agreed, disputes could be submitted to a neutral third-party for arbitration.

In areas where the Knights of Labor were strongest they sometimes signed a written list of "rules and regulations" with an employers' association, laying out a process to use arbitration to resolve all conflicts. Usually one or two pages long, the rules forbade all strikes and lockouts and established a joint board of arbitration to resolve all disputes. These boards were composed of an equal number of representatives from the union and the employers' association, and had the authority to settle any dispute between workers and their employer in the factories covered by the agreement. In the event of a tie vote, each side was to select a disinterested person, those two would select a third person, and then the three of them would decide the matter at hand. Typically, they also provided for grievance committees and established a closed shop (or, as a compromise, permitted members to refuse to work with non-union co-workers).

These rules and regulations signed by the Knights of Labor have a great deal in common with twentieth-century union contracts, but there are some important differences. Perhaps most importantly, they had no expiration date - they were intended to last forever, to permanently end strikes and lockouts. They were much briefer and left most things specified in modern union contracts (including pay rates and working conditions) up to arbitration. There was no seniority and no dues checkoff. The Knights also had difficultly compelling their own members to abide by these terms. In 1886, in response to the failure of the Knights to suppress a wildcat shoe worker strike in Philadelphia , local shoe manufacturers locked out all of their employees for several weeks and then decided to arbitrate with a company union, on an open shop basis, rather than with the Knights - destroying the shoe workers' union in the city.

Initially, the Knights of Labor were larger than the trade unions and they grew rapidly until 1886, becoming larger than any previous labor union in North America. From 1886-1890, employers founded a series of employer associations that led a counter-offensive against the Knights which managed to destroy the union with a series of lockouts, aided by state violence and the backlash against organized labor after the Haymarket affair . The newly founded, and more conservative, American Federation of Labor then took the Knights' place as the largest labor union in the country. The reluctance of the Order's national leadership to authorize strikes did not save the union from being targeted and destroyed by employers.


The early twentieth century: progressive employers embrace contracts

Unlike the Knights, the AFL did not harbor grandiose plans of abolishing strikes or ending capitalism. They viewed strikes as labor's most powerful weapon, but one that should be used sparingly. The AFL compared going on strike to going to war - it was a powerful act, but one that was risky and dangerous, and which should only be undertaken when attacked or in extreme circumstances. They were willing to sign a peace treaty, but unlike the Knights were not willing to give up the right to strike permanently. So their agreements with employers only lasted for a fixed amount of time, after which they were free to strike again. Initially these agreements were called "trade agreements" but by the twentieth century the terms "contract" or "time contract" were used as synonyms. It was these AFL trade agreements that the early IWW denounced when it rejected contracts .

When the AFL began to grow steadily in the late 1890s and early 1900s, it found a section of the employing class (mainly the wealthier section) was now open to compromising with unions - something they were largely unwilling to do with previous labor organizations. This shift occurred for several reasons. Some larger employers believed they could use unions to undercut their smaller competitors . The general trend over the preceding forty years had been for labor unrest to increase, and the growing cost of suppressing it led some employers to start searching for a more cost-effective means of retaining control over their workforce. In addition, some employers were concerned that the suppression of organized labor encouraged the growth of socialist, anarchist, and other radical movements. They worried that the growth of radicalism, combined with the tendency for labor unrest to increase over time, could, in the long-run, result in revolution if left unchecked.

In 1900 these progressive employers, with the participation of AFL leaders, founded the National Civic Federation to advocate for reforms meant to stabilize capitalism. The NCF lobbied for progressive legislation, mediated between employers and unions in labor disputes, and encouraged employers to sign contracts with trade unions. The year it was founded it passed a resolution declaring "trade agreements between employers and workmen where established for a definite term of years have so fully demonstrated their value in maintaining industrial peace that they should be generally adopted." They told their fellow employers that "the practical operations of the trade agreement systems disprove the criticism that they mean a surrender to unjust or uneconomic demands of labor." An article in their newspaper , seeking to persuade their fellow capitalists to sign contracts, argued:

One of the permanent advantages of the trade agreement system is the influence which organized employers have in improving the organization of the workers. As long as employers are hostile, or as long as an association of employers exists solely to fight the lion, the latter is forced to put forward its fighting men. But when employers organize for conference and agreement, and are able to remove the long standing suspicions of the workmen, a change comes in union leadership. The officers become negotiators and bargainers-business men, like their employers.

The reformist wing of the employing class consciously set out to corrupt and co-opt union leaders by signing contracts with labor unions.

The NCF contended that unions would generally abide by the terms of their contracts and that union leaders could be relied upon to suppress strikes by their own members. Their newspaper argued that:

An agreement between an organization of employers and an organization of workmen is backed by the machinery and the power to enforce observance. In the thirteen years of the Iron Molders' and Stove Founders' agreements there has not been a contract violation nor a strike or lockout, except occasionally in a single shop, soon settled by the national officers of the two organizations. … These officers, as in all labor unions, have power to fine and expel members and to revoke the charters of local bodies that interfere with the enforcement of trade contracts.

The longshoremen's organization in their contracts with the dock managers on the Great Lakes have occasionally been called upon to discipline their members for violations, and in the case of the Buffalo strike in 1900 the International President, after revoking the charter of the local union and supplying the places of a majority of the strikers with union men from other locals, filled the remaining places with non-union men. Mr. Samuel Mather, of the Dock Managers' Association, … says regarding their agreements with the Longshoremen's Union, "I am very happy to be able to testify that since that continuous arrangement was inaugurated, about three years ago, our business has been conducted with great advantage compared with what prevailed before. … If any occasion of dispute arises, it has not caused the work to terminate"

By signing contracts with labor unions, employers could convert them from organizations that incited strikes into organizations that broke strikes. In the eyes of the NCF, this was a more effective and cost-effective means of controlling their workforce than their previous reliance on violence and repression.

The NCF also praised a contract signed by the United Mine Workers of America (UMWA), which established a cartel in bituminous coal mining . As settlement of a nation-wide strike in 1897, the union and coal operators signed a national contract, and a series of district contracts, that not only covered wages, hours, etc., but also specified the minimum price coal could be sold at and the amount each operator was to sell. Prior to this contract competing firms often undercut each other by increasing the amount of coal they sold, flooding the market and causing the price to plummet. This contract allowed them to sell less coal at a higher price, increasing their profits. The UMWA acted as the cartel's enforcer by striking any firm that would not sign the contract and abide by its price fixing. The UMWA also insured that a portion of the operators' increased profits went to its members in the form of higher wages. This early contract is one of the more flagrant cases of larger employers using union contracts to undermine their smaller rivals and deter competition. Higher wages undercut smaller firms because their lower profit margins made it more difficult to afford them. Higher wages also buttressed the cartel's position by acting as a barrier to entry, discouraging the founding of new companies in the industry and protecting operators from increased competition.

A more important contract from this time period was the Protocols of Peace , negotiated between the International Ladies Garment Workers Union (a predecessor to UNITE-HERE) and the Cloak, Suit, and Skirt Protective Association (an employers' association), as settlement of the cloak makers' "great revolt" (strike) of 1910 in New York City. The Protocols established a modern system of grievance machinery to settle disputes and enforce the contract. Its grievance procedures were foreshadowed by the Knights of Labor's arbitration system, but the Protocols was more elaborate, with added layers of bureaucracy, and focused more on enforcement of the contract's terms. Earlier trade agreements, too, had provisions for labor-management meetings to resolve disputes but did not have a true grievance system with numerous steps and arbitration involving outsiders. The Protocols not only allowed union members to file against their employers, but permitted employers to file grievances against the union, usually for wildcat strikes. In order to suppress wildcat strikes and uphold its part of the bargain, the ILGWU put locals into receivership when they defied the no-strike pledge, and recruited unionized scabs to undermine wildcat strikes.

The ILGWU succeeded in signing similar Protocol-like contracts with employer associations in other parts of their industry and in other cities, and it influenced the content of other unions' contracts. Larger employers signed not only to deter strikes and regain control over their workforce, but in hopes of undercutting their smaller competitors (who had smaller profit margins and would have greater difficulty paying union wages). In some cases they secretly agreed to sign a Protocols-like contract with the ILGWU before a strike even began, provided the union was able to compel smaller companies to join the employers' association and sign the same agreement.

After the First World War and the Red Scare, employers largely abandoned their interest in signing contracts with the ILGWU or other unions and attempted to go union-free. Some returned to the use of violence and repression to suppress labor unrest (others had never abandoned violence and repression). Some experimented with what historians call "welfare capitalism" - giving workers relatively generous benefits to reduce turnover and prevent unionization. Some established "employee representation programs" (company unions).


1940s-1970s: Heyday of the union contract

After the great depression began, labor unrest and left-wing radicalism revived, prompting employers and the state to institute many of the reforms they had first experimented with in the early twentieth century. In response to the strike wave of 1934, Congress passed the National Labor Relations Act (NLRA) of 1935, in an effort to protect commerce and prevent future strikes by encouraging employers to sign contracts with labor unions. The author of the act, Senator Robert F. Wagner, had been a member of the New York State legislature when the Protocols of Peace was signed, which he supported. The architect of the Protocols of Peace, Louis Brandeis, was appointed to the Supreme Court several years after mediating between the ILGWU and CSSPA during the cloak makers' great revolt, leaving his position on the board of arbitration (the final step in the Protocols' grievance process). He was still on the Supreme Court in 1937, where he voted in favor of the constitutionality of the NLRA.

Force of law alone was never sufficient to compel most employers to abide by the NLRA or sign contracts with business unions. A version of the rights in the NLRA were originally included in the National Industrial Recovery Act of 1933, but they were ignored by employers and the law was later struck down as unconstitutional. When the NLRA was passed in 1935 it established a government agency to enforce those rights, but because there were no punitive damages for violating it most employers simply did not obey the law. It was the wave of sit-down strikes at the start of 1937 that convinced many employers of the need to sign contracts, or at least keep their anti-union activity legal. Most famously, the notoriously anti-union U.S. Steel (which controlled the majority of steel production in the U.S.) chose to sign a contract with the CIO's Steel Workers Organizing Committee to prevent a sit-down strike at its plants and regain control over its workforce. Most unionists expected that unionizing U.S. Steel would require an enormous battle, but they signed a contract without a fight.

A minority of employers continued to violently oppose unionization even after the sit-down strikes. Perhaps the best known was Republic Steel, which committed the Memorial Day Massacre along with the Chicago police. These employers were finally brought into line during the Second World War. In exchange for a no-strike pledge, the federal government denied any contract for war supplies to any company that violated the NLRA, giving the law some teeth and bringing an end to corporate America's long tradition of murdering union organizers.

Although the NLRA did a great deal to institutionalize workplace contractualism, dues checkoff did not become a near-universal part of union contracts until the Second World War . During the war, union dissidents would sometimes withhold dues as a way of pressuring union leaders, which could encourage them to violate the no-strike pledge. Union leaders and the state insisted that employers directly deduct dues from employees' pay to remove this source of rank-and-file leverage. There were unions as early as the late nineteenth century that had dues checkoff, but it was not until the war that nearly all union contracts had it.

For the next thirty years, it was a social norm for employers to abide by the NLRA. Although most employers remained non-union, they largely kept their union-busting activities legal until the 1970s . To control their workforce, employers treated their employees relatively well (this was the low point of income inequality) and, when that failed, signed contracts with unions, relying on union leaders to keep workers in line. Flagrantly violating the NLRA was stigmatized.

Beginning in the late 1970s, employers began looking for alternative means of disciplining their workforce, which they eventually found in the form of higher unemployment and permanent replacement scabs. In the 1980s, they used these tools to destroy the labor movement and de-unionize much of the workforce, inaugurating the current era of low union density and low strike rates. They have spent much of the past thirty years gradually dismantling the remains of contract-based unionism.


Workplace contractualism and the Industrial Workers of the World (IWW)

Workplace contractualism developed in fits and starts, with different components added in at different times. What we think of as a standard union contract was really only commonplace for roughly forty years (1940-1980). The previous period of experimentation with different forms of contracts (1880-1940) lasted longer. The later period (1980-present), of tiny, weak unions and very few strikes, has now lasted almost as long as the heyday of the union contract. The exact point when the labor movement started signing contracts depends on how you define contracts. There is no hard and fast point at which the movement passed from non-contracts to contracts, and even agreements that clearly count as contracts took on different forms at different times. One way to approach the issue is to look at how the early IWW viewed contracts, and then find the point in history in which an agreement matching that conception was first signed.

Historians generally write that the early IWW refused to sign contracts, and the IWW of that time repeatedly issued pamphlets and public proclamations denouncing contracts. A 1913 pamphlet written by IWW General Executive Board member Joseph Ettor and published by the IWW stated:

Industrial Unionists disdain to lower the history and ideals of the working class by entering into contracts or agreements with employers … Contracts and agreements tend to foist a false feeling of security on the worker.

In the pamphlet The IWW - its History, Structure, and Methods , Vincent St. John (the second General Secretary-Treasurer) wrote, "No part of the organization is allowed to enter into time contracts with the employers." In her old age, Elizabeth Gurley Flynn recalled that the IWW

did not believe in making any contracts. They believed that as long as you were organized, you could hold the office to what it said it was going to do. But a contract, a piece of paper held you and so they didn't make any contracts.

Bill Haywood told Congress

We say that no union has a right to enter into an agreement with the employers because they are members of the working class; and finally we say that the working class has no right to enter into an agreement because it is the inherent mission of the working class to overthrow capitalism and establish itself in its place.

However, despite this rhetoric, the early IWW actually did make agreements with employers. On Philadelphia's waterfront , the IWW made several verbal agreements with employers to terminate large strikes in exchange for a number of concessions, including a closed shop and partial control over hiring and firing. In the 1912 Lawrence textile strike it drew up a "list of grievances" similar to the "bill of prices" used by unionists in the mid-nineteenth century, negotiated with management, and agreed to call off the strike after management granted most of their demands. If we look at the early IWW's constitution, we find it didn't explicitly ban contracts by name. What it said was:

Any agreement entered into between the members of any Union, or organization, and their employers, as a final settlement of any difficulty or trouble which may occur between them, shall not be considered valid or binding until the same shall have the approval of the General Executive Board of the Industrial Workers of the World.

No Union of the General Organization, Industrial Department, or Industrial Union of the I. W. W. shall enter into any contract with an individual or corporation of employers binding the members to any of the following conditions:

(a) Any agreement wherein any specified length of time is mentioned for the continuance of the said agreement.

(b) Any agreement wherein the membership is bound to give notice before making demands affecting hours, wages or shop conditions.

(c) Any agreement wherein it is specified that the members shall work only for employers who belong to an association of the employers.

(d) Any agreement that proposes to regulate the selling price of the product they are employed in making.

(e) No Industrial Union or any part of the Industrial Workers of the World shall enter into any agreement with any Labor Organization.

This section was removed in the late 1930s, except for the requirement for GEB approval, which was not removed until the 1940s. Histories of the IWW generally label this removal as the IWW signing contracts for the first time. It appears that by "contract" Bill Haywood and others who claimed that the IWW did not sign contracts meant an agreement that violated any of these five conditions, not any agreement in the broadest sense of that term.

The Knights of Labor's arbitration agreements would have been contracts in this sense because they violated part (b) by permanently forbidding strikes, although they did not violate part (a). The AFL's trade agreements violated both (a) and (b), and in some cases other clauses. The UMWA's contracts establishing a coal cartel additionally violated part (d); those contracts may be why early Wobblies included part (d). If merely getting things in writing counts as a union contract, the earlier "bill of prices" used by some unions before the Civil War would count as the first contracts. However, they were not contracts in the sense that the IWW opposed because they did not violate any of these stipulations, and because the early IWW itself issued similar documents. Therefore the first contracts, in the sense of contracts that the early IWW opposed, were invented by the Knights of Labor in order to abolish strikes.

Over the course of the twentieth-century, employers and/or the state in most countries eventually adopted measures designed to co-opt and control labor unions, abandoning older, more violent strategies designed to suppress unions. They used co-opted unions to maintain control over their workforce, and sought to marginalize radical unions that refused to cooperate in this process. In some countries this took the form of works councils or state subsidies for labor unions, but in the United States it took the form of workplace contractualism, because that was the form moderate labor unions invented and preferred. The process of co-opting unions was not entirely one-sided; employers had to make significant concessions to moderate union leaders to get them to cooperate and those concessions affected the structure of labor relations. Since the rise of neoliberalism forty years ago, employers have abandoned this strategy in most of the world, adopting alternative methods to discipline their workforce. The paucity of labor unrest has made working with moderate labor unions no longer an attractive option for most of the employing class. The origins of union contracts in restraining strikes, and the extensive history of employers using contracts to control workers, should make those of us who would like to revive labor unrest cautious about reviving contracts - or oppose it altogether.


This essay was originally published at Organizing Work , a media platform associated with the Industrial Workers of the World.

Public K12 Education as a Capitalist Industry: A Political Guide for Radical Educators and Organizers

By Roger Williams

When I look into the face of a student, I see a human face. As an educator in schools there's a feeling of responsibility that pulls on me to preserve their humanity, partly by my own efforts to make things fair and keep them safe in school and partly by helping them learn the skills to make things fair and keep themselves safe when they enter the "real" world. How to be faithful to the whole of a child's current being and future potential is the daunting task all educators face. Even under perfect conditions this task is difficult enough. Under the conditions of the education system we find ourselves in this task is all too often impossible.

The multitude of problems in the school system leads any caring educator to ask larger questions about why things are the way they are. "Life's not fair" is one answer, one we tell ourselves as often as we tell our students. If we don't see agency in ourselves or in others, accepting the problems of the existing world as inevitable can be the first step in hardening ourselves and others as a strategy for mental and biological survival. "Life's not fair, but…" accepts the world as it is in the present but makes space for the possibility of the world to be changed in the future.

When an educator looks a student in the eye, what about their economic relationship shapes what the educator sees? The educator is paid to be there and the student is compelled to be there to learn skills and get credentials that they'll need later to get a job. These are partly class relations, relations of people in specific economic positions who encounter each other in the context of larger economic systems.

{My most dispiriting encounter with the education system occurred when I was teaching 40 hours a week at a private summer school in Los Angeles making $10/hr. My job was to force a classroom full of 6th graders to do worksheets all day, five days a week. The curriculum was a stack of photocopies of the worksheet pages from outdated textbooks. Because this was summer and kids hate staying indoors and doing worksheets when they should be outside playing with their friends, my students needed a fair amount of "cajoling" to complete their worksheets. When the students weren't doing their job and I was insufficiently forceful in nudging them, my supervisor would come in and yell at the kids extra-loud, partly to whip them into shape and partly to show me how it's done. It was humiliating for my students and for me. I felt like I was destroying something in these kids and I couldn't bear it. I quit after only working there a month even though I really needed the money.}

Capitalism looks different across different industries, regions, cultures, and workplaces. Those of us who want to build a movement against capitalism should always be thinking through ways of applying anti-capitalist analysis to our organizing and making those ideas relevant to the communities we're organizing in. At first blush none of the traditional economic categories of capitalism apply to public education, but deeper inquiry reveals that these economic categories are still very present and have merely taken on modified forms.

Those of us participating in or eagerly observing the recent tide of militant educator organizing and strikes could benefit from a more theoretical grounding of leftist ideas in the analysis of our schools. This post takes an economic look at the education system from the perspective of educators as workers under capitalism.


Capitalism vs. Humanity

The education system is an enormously complex system that fulfills various social roles and is under a litany of often opposing pressures. Trying to make sense of it is a tricky task, but trying to make sense of it in isolation from larger socio-economic pressures is like explaining the orbit of the planets while ignoring the gravity of the sun. The key to critiquing the K12 education system under capitalism is first identifying what capitalist education is and then measuring how distant that is from an education system that meets the full range of human needs and explores the full range of human capacities.

Any social system is designed to embody certain values. If democracy, fairness, human flourishing, and equality are fundamental and interconnected values we want to see in society, those are the values that should be embodied in an education system .

Capitalism has a separate logic, whereby the values of those empowered by capitalism (the rich who own the companies and the real estate) are prioritized above the values of those who are marginalized by capitalism (those who work for a living). Capitalism also works by privileging and marginalizing different groups of people according to race, gender, sexuality, and other social markers. Getting a clear image of capitalist education then is about figuring out how capitalism prioritizes the needs of the power-holders under capitalism while shunning the needs of those disempowered by capitalism.

Distinguishing features of capitalism's realization in the education system are the following:

  1. The primary stakeholders in the education system are given little formal influence in how schools are run. Students, educators, and parents don't govern the schools by setting and implementing policy, principals and superintendents do. The decision-making structure in the school is largely the same as the decision-making structure in the factory. This is a subversion of democracy in the education system.

  2. The supposed success of one's education is defined in terms of test scores on highly standardized tests and narrow curriculum, prioritizing math and reading over art, music, emotional intelligence, etc… These narrow curriculum are designed to meet the more narrow needs of employers to make profit off of workers over and against the needs of young and developing humans. Students and teachers alike are disciplined and controlled around maximizing these test scores, much like workers are disciplined to maximize profits in the private sector. This is a subversion of fairness and human flourishing in the education system.

  3. Funding for schools comes from taxes, and the rich have incentives to try to cut taxes because of the progressive and redistributive nature of taxation, including taxes that pay more to fund the education of kids other than their own. To the extent that the rich do submit to paying taxes for education, they prioritize the funding and quality of schools for their kids over the funding and quality of schools for poor kids. This is a subversion of equality in the education system.

The features of an education system that would be based on human needs and values would be a photo-negative of those we find under capitalism:

  1. The primary stakeholders in the education system should have individual and communal self-determination over decision-making.

  2. Education should aim for a holistic understanding and serving of the needs and interests of children apart from their later roles as sponges to be squeezed for profit in the job market.

  3. Resource allocation for education should be based on meeting child and educator needs instead of on meeting the needs of rich taxpayers.

There's a tendency among even progressives and lefties, including educators, to see capitalism as somehow totally separate from the education system because it's supposed that the education system is state-funded, there isn't a profit motive, and there's not some specific product being produced for market. I think these assumptions are false and lead to counter-productive strategies for fighting back.

The prototypical capitalist relation is that between the worker in a factory manufacturing commodities and the capitalist who owns the factory and who pays for the workers' labor in return for ownership of what the worker produces. In selling the product, the capitalist aims to make a profit by generating revenue that runs above costs from labor, raw materials, and so on. This boils down class relations to their barest elements and is still a useful reference point, but what capitalism looks like is different in each context, especially in the 21st century US where factory manufacturing plays a much smaller role in the economy than it did 100 years ago.

As in any system of domination and exploitation, under capitalism there is always resistance and spaces being opened up for opposing power relations. The factory worker was never merely a maker of widgets but also was active in fighting for better working conditions, higher wages, and a better social order. So too have generations of educators and students struggled against and often confronted the factory model of education by building up practices and politics of teaching and learning that disrupt capitalism.

This post will look at the major concepts of capitalist production (commodities, workers, bosses, capitalists) and investigate how they apply to the K12 education industry. Specifically, for each of these concepts I'll look at 1) how K12 education compares and contrasts to traditional factory production, 2) how capitalism structures the education system to meet its needs, and 3) what alternative approaches to education might look like and how to fight for them.


The Commodity: Making Students into Workers

In factory manufacturing, material goods are the commodity. Assembly lines are organized to put many different kinds of human labor into molding a final product that is useful to people and thus can be sold to consumers.

In the education system under capitalism, turning children into workers is the production process. "Good" workers are the commodity, the product. The assembly line consists not only of teachers and education assistants, but also the bus drivers, the cafeteria workers, the custodians, etc… School children who are given marketable skills and then become workers are not commodities to be "sold" directly to consumers in the same sense as a pair of jeans. But the same overall logic still applies.

Just like the raw materials of fabric and thread that enters the pants factory and comes out a wearable piece of clothing, so the raw material of the child enters the school system and comes out an employable worker. But whereas the pants are sold directly to those who want them, workers aren't sold by others. Instead, the workers sell time-slots of themselves to employers in the form of labor-time which is paid for in wages and salaries. As a commodity, the worker still gets sold, it's just that the workers themselves are the sellers as well as the commodity. As for any commodity, the production of that commodity prioritizes the needs of the buyers, which in this case are employers.

Above I said that "good" workers are the commodity. Workers defined as "good" under capitalism 1) have skills that employers need and 2) are obedient. Regarding the first, employers hire workers who can performs tasks that are profitable to the employer. Many of these things may be unpleasant or unsafe or uninteresting to the worker themselves (think of all the menial labor in the US and across the globe), but that is not a primary concern as long as those things are profitable. The way this looks in schools at their worst is students are made to do lots of repetitive busy work that mirrors the work of a worker on the factory assembly line whose only job is to attach part A to part B of a device hundreds of times an hour. This kind of deadening of mental and physical creativity at work serves a socio-economic function under capitalism and the education system dutifully prepares workers for it.

Of course, not all workers perform such menial tasks at their jobs. Some employers require highly skilled workers who also need creativity to do their job well. While the stereotype portrays skilled workers as "professionals" like lawyers, doctors, and such, most jobs require tons of different kinds of complex skills, it's just that some skills are highly or lowly financially valued for various reasons. Schools can impart any kind of skills in such a way as to produce able workers who are profitable to employers. Whether schools focus on rote learning or more creative and critical thinking often reflects the class backgrounds of the students attending the schools. In many ways it's easier and fits better within the workings of the labor market to offload the skills training that employers might have to do and make the education system do it. This isn't necessarily a bad thing, but it's just to point out that the production of highly trained, creative workers through the education system is not the subversion of capitalist logic but just one expression of it.

One might ask at this point, "Well the capitalist system can't pressure schools to both create menial laborers and highly-skilled creative workers? Which one is it? Make up your mind!" The way this happens in the school system is through the sorting of students through grading and differing tracks for more and less "advanced" or "deficient" students. The grading system plays a pivotal role in this sorting because it isn't just used for helpful feedback but to rank, reward, and punish students and adjust their access to future education opportunities.

This sorting happens not just within schools, but also between schools. For example, some schools, especially those in higher income areas, have more resources to give higher quality instruction while schools in poverty-stricken areas often have fewer resources which results in higher class sizes and more rote instruction. Local property taxes are a major determinant of school funding, which is one more way that class positions are passed down over generations.

The way the current school system sorts students into different kinds of jobs might otherwise be a little reasonable for meeting the needs of a modern economy with many different kinds of jobs if not for the vast difference in pay, respect, and enjoyment there is between these different kinds of jobs. The effect of all this sorting is that often from an early age some students are tracked to become menial and low-paid workers and others are tracked to become more highly paid workers, or even executives and investors. The capitalist class itself can afford all the luxuries that the most highly-resourced education schools can provide, and since wealth is passed down by inheritance and parents who are able to spend more money preparing their children privileged positions, their place at the top of the economic hierarchy is maintained.

At the bottom of the sorting pile are those who end up in prison. With the rise of mass incarceration in the 1980s in the US ( despite decreasing crime rates since the 1990s to historic lows at present), the education system has been a major contributor to this system and has created new forms of sorting to accommodate mass incarceration. These new institutional forms in education are known as the school-to-prison pipeline.

For example, police officers were put in schools in a widespread, unprecedented way supposedly in response to the big school shootings of the 90s, like Columbine. But the effect of these police officers has been to give students criminal records at a young age while having virtually no impact on actually reducing school shootings . The school shootings were a mere pretext and the real function of filling schools with cops was to intensify the school-to-prison pipeline that plays a central role in sorting in the education system. The war on drugs and the accompanying social policies based on the "tough on crime" mantra have been adapted for schools in the form of "zero tolerance" discipline policies. White supremacy is a major overlapping part of the school-to-prison pipeline where black, brown, and indigenous students are targeted. Whereas before mass incarceration, most of those at the bottom of the education sorting pile would still become workers in the economy in some way, now those at the bottom are just warehoused in prisons.

What makes this system of sorting cruel is two-fold. First, all people are worthy of a good standard of living but our economy makes that unattainable through the educational and economic sorting that produces extreme inequality. Secondly, the factors that largely determine this sorting are mostly distributed by forces beyond the individual's control, such as the economic class of one's parents, one's race, one's neighborhood, etc… This is another example of the needs of capitalists coming before the needs of members of society as human beings.

"Is all of this sorting really due to capitalism?" I would say yes, that sorting as it exists in schools is a uniquely capitalist function of the education system. All systems of oppression are essential collaborators in this process too whereby white supremacy and patriarchy do a lot of the dirty work. Even if we lived under a gentler capitalism where inequality and discrimination was less extreme, there would still need to be ways to sort workers into higher and lower paid jobs as well as into the broader and economically unequal categories of capitalists and bosses. If capitalism exists in any form, you have a class of people at the top who are fully invested in maintaining their class position and thus strengthening all the social systems that give them their power, prime among them the sorting done through the education system. The myth of the benevolent capitalist who takes their fair share and who gives the worker their fair share is dissolved by the material reality of opposing economic incentives (higher wages vs. higher profits). The myth of the benevolent school system as meritocracy is dissolved by the crushing reality of sorting masses of people by race and class into poverty wages and prison cells. The fact that a tiny handful of poor students later become rich doesn't disprove the idea of education sorting, but rather props it up ideologically and is used to further justify the punishing and impoverishment of those who don't do well in school.

The second thing that makes a worker "good" is obedience. With all the pressures, indignities, and exploitation that many workers feel, the obedient worker is gold to the employer while the questioning worker who gets together with others to demand more is the employer's poison. Obedience is a product of many things, but the education system is certainly a major one. The hierarchical nature of the K12 education system, where students are at the bottom and spend a significant part of their day just doing what they're told, prepares workers to be at the bottom of the capitalist hierarchy as workers doing what they're told.

The idea that children are raw materials who are then carved by educators into commodities as "good" adult workers to maximize profits for employers should be disturbing to those who work in schools. That's not why we signed up to work in education. It's natural to object to this characterization of the education system because we feel complicit in it because we work in it. But there it is, and the further topics below should help fill out this picture more completely. I think recognizing this fact of our industry is central to finding ways to change it. If capitalists were to ever establish total control, this is approach to education would become all-encompassing.

But capitalists aren't all-powerful, and educators and students are humans with different needs and who have agency that they exercise daily in small and large ways. In different places and at different points in time, capitalists or workers may be in the favorable position of having more power to bend the education system to their priorities.

There are many ways that students disrupt capitalist logic within the school system. Students, as the commodity going down the assembly line, can muck up the gears and motors by refusing to participate in school and actively disrupting it through not doing schoolwork, talking in class, preventing other students from engaging, etc…. They are essentially sabotaging themselves as commodities, the way "bad" raw materials will lead to defective commodities in a factory. Sadly, capitalism co-opts this kind of student resistance through all the mechanisms of sorting that the student was resisting in the first place. "Bad" and disruptive students become fast-tracked into the sorting process and whole systems of discipline in schools are designed to facilitate this pipeline that ends for many in the prison cell.

Student resistance becomes anti-capitalist and liberatory when it finds a way to meet human and social needs by resisting capitalism collectively instead of falling into its traps individually. Students have a complicated relationship to schools because they are not only commodities but are workers too in some ways. Even though they are not producing products for sale directly and are not being paid for their work, they are expending effort by learning marketable skills; they are turning themselves into commodities through their own labor. Students can also muck up the gears of capitalism within schools by collectively withholding their labor as workers and making demands on authorities to bend the education system to their own needs instead of the needs of capitalism.

{In 1968, 20,000 Chicano high school students engaged in walkouts against racist sorting and segregation in East Los Angeles schools. Student organizer Moctesuma Esparza said about the events, "The word started to circulate. 'Walkout. Walkout. Let's boycott school.' And we slowly planned this out, campus by campus, over a six-month period and we set a date, March 6, 1968." After the walkout on the first day was met with widespread police violence, Esparza recalled, "The next day we walked out again, and we walked out the next day after that, and we didn't stop for two weeks." 13 students were arrested, charged, and found guilty of felony conspiracy for "disturbing the peace" for their role in planning the student walkouts but were later exonerated in a higher court. In the end, some of the students' demands were met, and many of them went on to participate in the wildly successful campaigns to start ethnic studies programs at universities across the country. For more, see this short video , this article , and this hour-long documentary .}

In our long-term visions for a better education system, students deserve to have much more say than they're currently given. Whereas the needs of the individual and the needs of society have to be balanced whatever kind of economic system there is, that is very, very different from the education system under capitalism, where the needs of students are balanced not very equally with the needs of a small minority of capitalists who need workers to make profit from. In a non-capitalist society, students would have real decision-making power over their own learning, both individually in terms of the choices they have but also collectively in terms of students as a whole being a major part of the governance of the school system. In any free society, those who are impacted by an institution deserve to have some power over how that institution is run. Student liberation from capitalism is the self-transformation of students as commodities trained only to sell their labor into students as human beings whose full range of needs and capabilities are nurtured and explored.


The Workers: Educators

The waged workers in the education system are the educators. Like the factory worker, the educator is paid for the labor they perform on the commodities that are produced. Like the factory worker, the educator doesn't have any ownership over the workplace and is subject to the oversight and management of bosses. Just like the factory worker whose job consists of connecting part A to part B hundreds of times an hour and who was trained to do so in a very specific way to maximize efficiency, so too the educator's work is being increasingly micromanaged by standardized tests and curriculum. Like the factory worker whose production lags even temporarily, the educator whose products don't meet the standards of quality control put forth by the bosses-like test scores, which are often influenced by forces beyond the teacher's control like poverty and homelessness -are liable for increased surveillance, discipline, and even release. Like the factory worker whose production targets are inched up every year beyond what can reasonably be accomplished, so too are class sizes bursting at the seems in under-resourced schools all across the country.

Some educators who are lucky enough to earn higher wages buy into the myth they're better than mere "workers" and see themselves as professionals who are somehow exempt from the problems that workers face. A teacher might think, "I make more money than other workers, my work is more skilled than other workers, I'm working with children and not with widgets, therefore I'm not a worker." While it's true that working with children is very different than working with widgets, we all have jobs because social needs compel production in certain industries. Working with kids doesn't make educators better than farmers, cooks, custodians, or brick layers, it just makes educators different. In all the ways one can look at the economic relationships in schools, educators are workers.

The myth that educators aren't workers is very convenient for the bosses in education. If you're not a worker and you thus don't care about the money and your own treatment and you only "care about the kids", then it's easier for the boss to cut your pay and benefits and erode your working conditions.

Contrary to the kind of self-sacrifice mentality that some educators take on for the sake of the kids, often what's best for educators is also best for students. Seeing standardized testing both as an intensified form of sorting for students and a form of discipline and control of educators helps us see what alternatives to such tests might be. Students are prime beneficiaries of schools that treat educators with respect and pay them accordingly, and vice versa, policies targeted to improve student learning, like smaller class sizes and more services for student mental health, also make teachers' lives better. In the fight against capitalist education, educators and students should be natural allies.

{A few years ago at a school district in Minnesota, a principal could lobby to have their school designated as a "Community Partnership School" (CPS). While "community partnership" sounds quaint, what it actually did was give principals the authority to ignore parts of the union contract and if test scores didn't improve over three years a school could be closed and reopened as a charter. At one school the principal announced at a staff meeting her intention to submit an application to the district to become a CPS. She assumed that people wouldn't know what that entailed and hoped it would slide beneath the radar. Some educators at the school knew exactly what was happening and got large turnout to the school-wide union meeting the next day where the details of CPS were explained. They came up with a plan to have a staff-wide vote on whether to endorse the CPS plan. The vote was not legally binding, but if it failed it would make the principal's attempts to push it through look bad, and the principal couldn't risk alienating her entire staff. The next day educators walked into the principal's office and told her of the plan to hold a staff vote on whether to support becoming a CPS. Knowing that the vote would clearly sink the plan, the principal started tearing up about how important CPS was in a last-ditch effort to guilt the workers out of it. Undeterred, the educators carried out the vote, 82% of staff cast their ballot against becoming a CPS, the principal dropped the idea, and the school was the first in the district to successfully stop a CPS designation. When a new superintendent came into the district a year later, the expansion of CPS's was halted.}

But who really counts as the "educators" in the schools? Here, a definition that's broad in some ways and narrow in others is helpful. Our concept of educators should contain all who work in the K12 education industry, including those who work directly with kids and those who don't. Many who aren't paid to work directly with students, like cafeteria workers and bus drivers, end up forming relationships with kids that are as important to their education as any other part. Even those who don't interact with students at all, like those who deliver the student meals to the schools each day, are best considered educators, because without them, how would kids eat and be able to learn at school? Those who have managerial powers, including especially the ability to discipline, hire, and fire other workers, should not be included in the "educators as workers" definition here, for reasons discussed in the section on bosses below.

This definition of the educator raises strategic questions as well. For example, a large obstacle to educators working together is not only the professional separations that exist in schools (teachers vs. assistants vs. cafeteria workers vs. office workers vs. etc.), but the obstacles to collaboration created by the mainstream labor movement by slicing up classes of workers into separate and often isolated unions and collective bargaining agreements. This is called "craft unionism" because workers organizations are separated from each other by craft. In my school district, workers are separated into 15 separate craft unions, which doesn't include those excluded from unions altogether along craft lines, like substitute teachers.

If we define educators as all the workers in the K12 education system, then all the educators have the potential to disrupt the education system when they withhold their labor collectively by going on strike. In the 2018 statewide strike in West Virginia, for example, the bus drivers were at one point quicker to go on strike than the teachers and helped push other education workers into taking the action that they did. By uniting across job class, educators have more power together than separate and can win more for all. This is called "industrial unionism" because all the workers in the larger industry come together.


Capitalism's Strategy against Workers: Divide and Conquer

"If the workers are many and the owners are few, why on earth do workers put up with this?" Capitalism's strategy is to divide workers from each other in order to weaken any potential unified force that would threaten the sovereignty of owners. This happens in many ways both within and through the education system.

One way this happens is through the sorting into different jobs. The worker who earns a little more than the one across the hallway (or across the the street, town, state, country, or hemisphere) becomes invested in the system because they know they could be moved across the hallway themselves if they're not careful. The worker who earns a little less comes to focus their resentment on the worker who earns a little more. Meanwhile, those getting rich off the workers are enjoying their mansions and yachts. While this presentation is an oversimplification, the hyper-awareness of our economic positions in relation to those around us and knowing who is above and below us permeates every industry and every workplace. In subtle and not so subtle ways, this awareness is leveraged to make us believe that we are all in (not so) friendly competition with other workers and steers our attention away from underlying economic structures and the largely unseen owners. Sorting in the education system and the myth of meritocracy play a central role in setting up these divisions between workers.

The other major way capitalism divides people is by taking differences that naturally exist between people and turning them into differences that rationalize some getting more and some getting less. White supremacy is in many ways about convincing poor white workers (and white workers of every income strata) that they're better and deserving of more than workers of color, and our white supremacist society backs up these inflated claims by gifting more resources and opportunities to white people. It's not difficult to see how the focus on competition between workers noted above can be refracted through the lenses of white supremacy and patriarchy to reinforce relationships of privilege and marginalization in the economy. White workers and workers of color might have common interests against those who profit from their work, but while mainstream society is able to persuade white people that people of color are the problem, capitalism remains safe. The same is true of religion, gender, sexuality, ability, and so on. All of these forms of oppression provide the cultural beliefs ("white people are smarter", "women shouldn't work in STEM", etc…) that capitalism uses to underpay, exclude, and control marginalized groups. In a very unequal society, oppression is the lungs and capitalism is the heart.

Regarding the education system in particular, gender and race have been used to the great benefit of capitalism and detriment of workers. The teacher workforce is now 75% women , and this percentage has increased over the last 20 years. Studies have shown that occupations in which women hold a high majority of the positions are paid less compared to similarly skilled men-dominated professions. This helps explain the lowering of teacher wages compared to similarly-skilled jobs in other industries in recent decades. Reflecting a similar dynamic, the teacher workforce in New Orleans was easier to fire entirely in the aftermath of Hurricane Katrina because the teachers were mostly black (and women). All the teachers had to re-apply for the jobs, which became non-union and without job protections at newly-opened charter schools, and many were replaced with white and temporary teachers from programs like Teach for America. In broader terms, women (and the entire industries they have major representation in) and people of color are marginalized by dominant social norms which makes them easier for capitalism to underpay and discipline.

Fights against capitalism in education are also necessarily fights against white supremacy and patriarchy because of the way these systems interconnect. The silver bullet against capitalism's attempts to divide workers is to unify around the universal right people have to not be oppressed and exploited. That means unifying against white supremacy, patriarchy, and capitalism.

In education, majority white teachers and teacher unions have often been pitted against mostly poc parents and community members, with unions being smeared for supposedly protecting bad teachers, for only caring about inflating teacher salaries, and for keeping educators of color out of the ranks. While there's always a degree of truth to each side of these conflicts that capitalism plays on to keep people divided, mainstream narratives need to be re-examined to see who is really benefiting from them. One great counterexample in education is how Karen Lewis and the Chicago Teachers Union found ways to break through the impasse with local communities by privileging parent and student concerns around class sizes, opposing school closures in poc neighborhoods, and doing anti-racist work in schools. While overcoming divisions and oppression always sounds easier than it actually is given how deeply rooted social biases are, the challenge is ours to face.


The Bosses: Principals

In the factory, there's the overseer, the low-level manager, the shop-floor supervisor, or what-have-you, and in the school there's the principal. This is the immediate boss that oversees workers at the point of production: the workplace. The principal's tasks are many, including liaising with the higher-level administrators at the district, implementing and designing school policy, crafting budgets, supporting staff, etc… These are tasks that other admin and school workers are sometimes involved in even though the principal often has final say.

However, among other things principals-as-bosses have two distinguishing features. The first one is that the boss, whether in the school or factory, has the authority to discipline workers. This gives them a degree of power in the workplace that no other person in the workplace has and creates an imbalance between bosses and workers.

As with formal authority of any role, it can be used responsibly or abusively. Under capitalism, principals are given the authority to have workers disciplined or fired. Sometimes principals act with integrity and remove workers for good reasons, such as they're harmful to children. Just as often, principals act to advance their own personal agenda by removing workers who ask too many questions about school policy, who object to poor working conditions or or wages, or who they have petty disagreements with.

While the right has done a good job slandering the public image of union teachers as lazy and uncaring, teacher unions' function here is requiring just cause for firing (as recent lawsuits have affirmed). Sure, bad teachers exist and are sometimes protected by unions, but the converse situation of good teachers being fired for bad reasons and bad teachers being protected for bad reasons is a far more serious problem for education. The worst teacher I ever had in school made the students "lead" lessons from the textbook each day in front of class while she surfed online shopping websites at her desk. She was also buddy-buddy with the principal, and removing unions or giving principals more authority would surely not have solved that problem.

Even in unionized workplaces where workers enjoy more protections, the principals can fire probationary teachers on a whim (which is a 3-year period in my district), can rearrange budgets to lay off educators without going thru due process, can out-maneuver educators thru complex grievance procedures, and can re-assign teachers to classrooms outside of their comfortable subject and age range or to understaffed classrooms with behavior challenges to wear them down and pressure them to quit. Even when the principal does have to go head to head with the union, they usually have the full weight of the district on their side, including its legal team, HR department, media liaisons, and relatively deep pockets. To object to the role of bosses under capitalism is to object to the unilateral authority of one person in a workplace to be able to fire and discipline any of the others.

The second distinguishing feature of the boss is that their job is to maximize certain outcomes in the workplace by taking orders from above and enforcing them on the workers below them. In the private sector, higher profit is the outcome which shareholders hire executives, who then hire other managers, to carry out. This maximizing of particular outcomes as passed down from above combined with the power to unilaterally discipline workers is what makes a boss a boss.

In the schools, the spread of standardized testing has lead to higher test scores being the main target outcomes that principals organize production around. This is a huge attack on the human needs of students, whose own needs and desires often don't fit into bubbles on standardized tests which their education experience is constructed around. A watershed moment for the intensification of testing was George W Bush's No Child Left Behind Act , which tied federal funding to states to mandatory standardized testing and punished repeated bad test scores with turning schools into charters or closing them entirely. Then Obama's Race to the Top policy incentivized states to compete with each other for large grants over who could show commitment to basing teacher pay on test scores and use testing outcomes to "turn around" schools . While federal funding for education comprises less than 10% of total education dollars, it greatly influences state and local education policy. All of this focus on testing and evidence-based policy is ironic considering there's little evidence that increased standardized testing improves education outcomes .

Testing regimes coerce teachers into focusing much more on the measurable outcomes of some areas (math, reading, and writing) at the expense of a more holistic vision of human abilities and experiences. Some centrally important but mostly untested domains include emotional skills, creative thinking, interpersonal skills, art, music, physical education, knowledge of one's own history and culture, and so on. The popular backlash against current standardized testing practices does not favor designing "better" tests so that every aspect of being a kid can be "properly" measured, assessed, and sorted. Much like human needs of workers in the private sector shouldn't be wholly subservient to the profit-motives of investors, so too data should be subservient to human needs instead of making human needs subservient to data in the form of high-stakes tests.

A central way to attack capitalism in any workplace is to build worker organization that can take action to force changes in the workplace. This takes decision-making away from the unilateral authority of the boss and at its best democratizes our working lives. In schools, an organized workplace might look like one where teachers make decisions with each other about curriculum, challenging students, and working conditions; feel empowered by each other to design and teach the curriculum they think best instead of the one being pushed by the district to maximize test scores; one where the principal is afraid to implement any new policy before getting approval from the committee of educators at the school who do all the work; one where students and educators together can co-determine how best to meet their intertwined human needs. Ultimately, the end goal is to get rid of bosses and principals entirely, but this goal can be reached incrementally through gradually building worker power by taking direct action and gradually transferring the authority to make school decisions from the bosses to the workers.

While many of the worst things that happen in capitalist education happen under the reign of bullying and abusive bosses , a frequent objection I hear to an anti-capitalist approach to labor organizing is the "problem" where a workplace has a nice and supportive boss. This is especially prominent in schools, where, just like teachers, principals get in the business to "help the kids". This creates cognitive dissonance because then it's hard to match the image of the principal as the bad guy with your everyday experience of your principal doing good work. Those who have supportive principals can be happy that they don't have abusive ones, and there's no use in trying to make up reasons for why you think your principal is really mean on the inside.

The point about analyzing social systems, such as capitalism, and not just individuals is so that we're able to see the forest and not merely the trees. Systems can have overall dynamics and be governed by rules and pressures that aren't apparent from looking at isolated cases. The problem with capitalism isn't that all the bosses are mean, but that capitalism structures our social relationships in such a way that some have power and control over others and that this produces an extremely unequal distribution of resources and opportunities. The nicest principal in the world still has a full arsenal of disciplinary weapons at their disposal that they can use against workers when they so choose. The arsenal of the individual worker to resist discipline and hold a principal accountable is extremely restricted. This is the power relationship between bosses and workers that exists regardless of personality, and is why collective action by workers and collective organization in the form of unions are necessary to counter the principal's and the superintendent's authority.

{How do you organize against a nice principal? The key is to maintain focus on collective action over individual initiative and to emphasize the structural issues in the workplace over individual features of a boss's personality. This might look like getting a bunch of coworkers to ask the nice principal for something. You don't have to be aggressive about your ask if that doesn't seem strategic. If the principal says "yes", then great, it's a victory for workers! In the debrief of the action, highlight that it was the workers asking that got the problem solved and not the principal's personality. You can keep building with your coworkers by asking for something a little more each time. Eventually, the principal is bound to say "no" either because they don't want to give in or because they don't have the authority to give in. At that point it turns into a more traditional worker-boss conflict. Of course, organizing isn't as simple as all this, but this is a rough sketch of one way to approach organizing under a nice boss.}


Upper Management: The Politicians

Whereas principals are the school-level bosses, the bosses that formally sit atop the education system and who make higher-level decisions are politicians. Locally elected and appointed school boards, state legislatures, and the federal government all play important roles in decision-making in the education system. This layer of the structure of the education system is one with no immediately obvious analog in factory production, but a closer look reveals that the role of upper management as higher-level decision-makers in corporations matches well with the role of politicians as higher-level decision-makers in public education . One might think that because politicians are democratically elected that maybe capitalism and oppression don't exist in the education system.

While it's often presented that way, elected politicians, by themselves, do virtually nothing to blunt the effects of capitalism within education. While a full-fledged argument about why voting in US elections is not the pinnacle of democracy is beyond the scope of this piece, here I'll briefly highlight a couple critiques.

Whereas federal elections have middling degrees of voter participation (varying from 50 - 60% in recent decades), voter turnout in state and municipal elections often amounts to half that. Those who do vote tend to be those with the time and proper access to information and those who think there are politicians running who represent their interests, both of which generally exclude the most impoverished and high needs populations. The disparities in voting populations mirrors the disparities in who benefits and who doesn't within capitalist education.

If access to information is the problem, one might think that that can be solved through voter education and encouragement. That can have an effect, but a major factor in mainstream politicians being able to run successful campaigns is the funding they have access to. Usually the candidate needs enough independent wealth or income to devote resources to be able to devote their personal time to campaigning, which is a major filter on the social position and politics of those who run for office. Another filter is if candidates can attract the funding of rich donors and endorsements of big players that are needed to get out of the gate for even local campaigns. These filters make many non-rich voters feel like no one on the ballot represents them, indicating that more information isn't an adequate solution because lack of information isn't the entire problem. For example, in my district of Minneapolis Public Schools in recent years out-of-state billionaires have funneled hundreds of thousands of dollars into school board races to effectively buy board seats for their preferred candidates. In state and national elections, fundraising plays an even more fundamental role and is an effective shield against popular proposals like increasing education funding . The general leftist critique is that as long as electoral politics is susceptible to influence from the rich in a society with extreme inequality, the politicians will remain the managers while the rich are the owners. Society as a whole imitates the factory.

The proof is in the pudding. School boards are the ones who hire superintendents, and the supers are the ones who negotiate labor contracts. Just like in the private sector, contract negotiations are fierce battles over resources with the bosses trying to pay the workers less and the workers trying to get more. If society and the school system were remotely "democratic" and wanted education funding to keep pace with other social priorities, educator wages would keep up with GDP or at least inflation. Instead, wages for educators have been hacked at for decades with wages and benefits for teachers vs. wages and benefits for comparable jobs in other industries falling 11% in 20 years . In more than half of US states, teachers make below a "living wage" as defined by MIT researchers , and in 35 states teachers with 10 years of experience and a family of four qualify for multiple kinds of public assistance . Wages for my current position as an education assistant have been, accounting for inflation, pushed down 20% by bosses and politicians in the last 17 years. All of these attacks on educator wages damage student learning by contributing to widespread staff shortages and high turnover .

{In 2012, the Chicago Teacher Union (CTU), the third largest educator union in the country with 27,000 members, went on strike. Unlike in many other big school districts, the school board in Chicago is not elected but is appointed directly by the mayor, who was Rahm Emanuel, Obama's former Chief of Staff. Just as Obama bailed out the big banks but neglected homeowners and workers with his economic initiatives, so Emanuel was close with the business interests of Chicago and helped push school reforms whose functions have been to weaken the teacher union, close "failing" schools, and double down on test scores. In the decade leading up to the strike, 70 schools were closed, many replaced by charter schools, and 6,000 union teacher positions evaporated. A group called the Caucus of Rank-and-File Educators within CTU took over the leadership positions in the union in 2010 and started building from day one to a strike by creating a strong base of leaders in each school. When Emanuel was elected mayor of Chicago in 2011 while at the same time being given new powers over the school district by the state legislature, his first move was to cancel a 4% raise guaranteed in the existing teacher contract. More than any other educator strike in recent memory, the CTU strike was essentially one of the workers against a singular politician. The teachers' demands in contract negotiations focused as much on teacher issues as on student issues including guaranteed pre-K, access to less-tested subjects like art, music, and physical education, and smaller class sizes. The strike lasted from Sept. 10th - 18th, and on the first day 35,000 teachers and allies marched and rallied in downtown Chicago, closing not only the schools but the main business center of the state. When a contract was reached, it was declared a victory by the union because it successfully fended off the worst of Emanuel's reforms but it also didn't manage to win major gains either. However, the result is more sympathetic when seen in the light of an economy in the midst of a deep recession, and as the first major teacher strike in decades, it helped educators on the national stage break out of complacency and laid the groundwork for militant teacher strikes later in the decade. Any misconception the residents of Chicago had about their highest elected official working for their interests in a democracy regarding education were shattered and his true colors were revealed. As the years following the strike saw more aggressive attacks by Emanuel on Chicago schools and CTU's continued resistance, one Chicago Tribune headline reported, "Teachers union has triple the public support of Emanuel" regarding education policy. For more information, check out How to Jump-Start Your Union: Lessons from the Chicago Teachers and this article .}


The Capitalists: The Rich

With the factory, there's the rich person who owns the factory or, with today's stock markets, the shareholders who own the company. The owners seek to maximize the return on their investment by hiring a CEO to run the company (I use "owners" instead of "capitalists" often because the latter feels jargony and old-timey and is less obvious to someone new to leftist politics). The CEO's implicit job description is to "Maximize profit", and this is enshrined in and enforced by corporate law . If the CEO doesn't do a good job maximizing profits compared to other industry competitors, the CEO will likely be fired by the shareholders and replaced by a different CEO who will. The company owners don't do the work of the company themselves and instead hire the executive to hire and manage the workers of the company to do the work.

The way to determine if your industry is structured by capitalist logic is to ask if anyone benefits financially from pushing down labor costs. In the private sector, it's the shareholders who benefit financially from keeping wages and salaries as low as possible. In the public sector, rich taxpayers are the ones who financially benefit from gouging the wages and benefits of educators because tax burdens fall disproportionately on those with wealth and labor costs are a primary expense of public sector industries like education.

How this plays out within the school system is a variation on the main capitalist theme. There is no direct owner of the public K12 school system in the same way a rich person has a legal document entitling them to an ownership portion of a company. But just as private investors provide the money that pays for the capital (buildings, machinery, loans) and pays for the wages used in the private sector, so mostly wealthy taxpayers, through the government as an intermediary, provide the money that pays for capital (buildings, curriculum, information technology) and pays for wages in the public sector. In effect, rich taxpayers stand in the same relation to schools as shareholders stand in relation to the company: one of minimizing costs, especially from labor, and, where possible, maximizing returns.

Just as the rich hire CEOs to minimize costs in order to maximize their profits in the private sector, so do they hire professionals to minimize their costs via taxes in the public sector. For example, they hire accountants to find every tax loophole (like offshore tax havens ), hire lobbyists to push down taxes , fund political campaigns of politicians who have friendly tax proposals and who want to cut social spending. Driving down their tax commitments is the most direct way that the rich maintain their wealth, which subsequently starves public services of resources.

While there's a carefully crafted image of the rich as your "ah shucks" neighbors who want to make an honest living and contribute to a good society, actual studies of the opinions and political spending of the rich reveals an extreme and aggressive agenda bent on slashing taxes and undermining public services like education. To take just one example of the effects of efforts to lower taxes for the rich, from 1995 to 2007 the effective tax rate for the top 400 taxpayers in the US them went from 30% to 16% due in large part to Clinton and Bush incrementally lowering the capital gains tax til it hit 15% in 2003. This change in taxes for the rich amounts to each of the richest taxpayers saving an average of $46 million each year compared to a decade earlier. Put another way, as a society we're giving each of the richest 400 people $46 million a year instead of spending it on public goods like education. The capital gains tax rate inched back up to 20% in 2013, but this has likely been overcompensated for by the fact that the wealthiest Americans have captured so much of the wealth created since the Great Recession. The capital gains tax is still far below below what it was in 1995 (25%) and the 1970s (35%), and additionally the income tax rates for the wealthy in the US have plummeted from 90% in the 1950s to 40% today. All in all, the rich have been extremely successful in driving down their tax commitments in opposition to overwhelming public support for higher taxes on the richest Americans.

The opinions and actions of economic elites relating to education policy in particular is just as troubling. A poll of public opinion of the richest 1% vs the general population on public policy issues found that only 35% of the rich agreed with the following statement while 87% of the general population did: "The federal government should spend whatever is necessary to ensure that all children have really good public schools they can go to." Revealingly, this was tied for the widest opinion gap between the rich and everyone else across the 18 issues polled. This is particularly disturbing in light of findings like those from a major study of thousands of poll results and their influence on federal policy: "economic elites and organized interest groups play a substantial part in affecting public policy, but the general public has little or no independent influence."

Furthermore, corporations are aggressively seeking ways to insert for-profit companies into public education through standardized tests textbooks , subcontracting of busing and food services, those charter schools that are for-profit , and for-profit property companies that rent to non-profit charters. As billionaire conservative investor Ruport Murdoch said , "When it comes to K through 12 education, we see a $500 billion sector in the US alone that is waiting desperately to be transformed" in reference to investing in companies that can take a piece of that pie. While these efforts are particularly exploitative and should be resisted, we shouldn't let them distract from the larger fact that public education as it exists normally is still essentially capitalist in its structure. As long as capitalism is the dominant economic system and the rich hold the vast majority of the political and economic power, public education will be subordinate to capitalist pressures.

As attacks against organized labor have pushed private sector union density from 35% in the 1950s to below 7% today, one of the last bastions of working class institutional power are public sector unions. In the efforts of rich interests to push down labor costs across the economy, they have now strategically singled out public unions for attacks in order to decrease their tax burdens. Additionally, destroying unions and pushing down labor costs in one sector creates downward wage pressures on the rest of the economy and leaves more money for profits.

This anti-teacher union assault by billionaires has increased in intensity over the last couple decades with the rise of non-union charter schools (funded by Walmart fortune heirs alone to the tune of $355 million and with plans for $1 billion more ); alternative teacher-licensure programs like TFA that essentially turns teaching into a low-paid, post-college internship (despite most of TFA's money coming from public sources it has accumulated $100s of millions in surplus above its operating costs on the backs of low-paid teachers and in states with financially struggling school districts); Right-to-Work laws where members can opt out of unions in otherwise unionized workplaces (funded by a slew of billionaires led by the Koch brothers ); and now the Janus lawsuit decision which institutes those laws at the federal level (billionaires, including immediate family members of current Dept of Education head Betsy DeVos, are now funding aggressive post-Janus de-unionization campaigns ). Amid all of this teacher unions have been on the ropes, dropping from 64% density in 1984 to 49% today .

What then are educators to do? If we can't fight against direct shareholders like we can in the private sector, do we have no options for advancing worker struggle? Luckily, most of the same strategies and tactics the factory worker uses against direct owners can be tweaked and applied by the school worker against indirect owners. For example, the strikes in West Virginia were as much against the state's political establishment as they were against the economic elites (that the WV governor is a billionaire tips off how close those two establishments are).

{In West Virginia, public education had been suffering from severe malnutrition due to a decades long attack by both Democrats and Republicans against school funding and educator unions. Teachers in West Virginia were ranked 48th in the country in wages. The spark that lit the strike came from proposed legislation that would increase the health insurance co-pay by 20% while raising wages so little that it amounted to a wage cut amid annual inflation. Organizing started out 8 months prior and culminated in a strike that lasted from February 22nd to March 6th of 2018 and included all 55 counties in the state. 20,000 teachers went on strike as did 13,000 other school employees, making it among the largest labor actions in recent decades. The state's billionaire governor tried to talk teachers down from the strike and scolded them with lines like, "You should be appreciative of where you are". At one point, school bus drivers were the ones in front forcing the work stoppages and bringing along other workers into the strike. Teachers won a 5% raise and killed parts of the legislation that were most egregious (and went on strike again this last February to kill a retaliatory bill targeting educators). These actions inspired similar mass educator strikes in Oklahoma, Arizona, and Kentucky in 2018. All together, the more than 300,000 teachers across the country who went on strike in 2018 was more than the combined number of teachers who struck in the previous 25 years. Expanding into blue state territory in 2019, teacher strikes have been successfully pulled off in Los Angeles, Denver, and Oakland. For more information about West Virginia, see these articles .}


Summary

factoriesvsschools.jpg


Conclusion

While public education holds a special place in the liberal imagination as a great equalizer, it is more often a place of exploitation and oppression. Strife and conflict abound over who will be sorted into the corporate boardroom and who will be sorted into low-waged jobs and prison cells. Who will be fired and who will be lucky enough stay around to see their pay cut year after year? The major portion of the working and learning lives of teachers and students are governed by bosses who are more accountable to standardized tests than meeting human needs. We should reject the liberal reverence for public education and see our schools for what they are: sites of struggle over what kind of society we want live in.

In this view of public education there is great potential. As educators and students, we are uniquely placed to affect change in the schools and, by extension, society as a whole. As one of the industries that is least susceptible to automation and outsourcing, it also strategically positioned within the labor movement. Our aspirations should be further elevated by the political moment we're living in, one where teachers are leading strike waves across the country and enjoying broad public support. Similarly, the role of youth in leading social movements like Black Lives Matter and Occupy Wall Street points towards the collective power of youth in challenging the status quo, which is nowhere as contested as in the schools youth attend.

With educator-led actions popping off all around us, we still shouldn't neglect taking the time to inquire about the root problems in society and in the education system. Without a political analysis to root our struggle, we're likely to blow with the capricious political winds and then fall scattered to the ground after things die down. We're caught up in an economic struggle forced on us by capitalism, and there's no better time to firmly choose a side.

The commitments that students and teachers have to making social change are reflected in the commitments they have to each other. The relationship between the teacher and student is at the core of the education system, and yet it is one enveloped in fraught class relations. It is also one where we can discover our humanity and fight for it with each other.


This was originally published at the Fire With Fire blog.

The Ebb And Flow Of Freedom: Haiti, Cuba, and Jamaica in the Age of Bourgeois Revolution

By Zach Medeiros

The power of the Haitian Revolution reverberated across the planet, but the revolution made its most profound and lasting impacts on the neighboring slave societies of the Atlantic world. In the nearby colonies of British Jamaica and Spanish Cuba, enslaved people, free people of color, and white settlers were forced to adjust-materially and ideologically-to an unprecedented, explosive event that upended life as they knew it. In Cuba, the colonial government and the planter class sought to "emulate Saint-Domingue and contain Haiti," doubling-down on slavery to supplant the former as the economic jewel of the colonized Caribbean while working to ensure the latter would not be duplicated. In Jamaica, which was home to the largest concentration of enslaved people in the region outside of Saint-Domingue, the revolution helped facilitate the slow crawl of British abolitionism, despite the sturdiness of the Jamaican slave regime. In both cases, free and enslaved people of color seized upon the new possibilities cracked open by the unmaking of Saint-Domingue and forging of Haiti. Far off imperial governments, colonial administrators, ruling elites, slaves, poor whites, and free people of color jostled for political space, sometimes in conjunction with one another, sometimes in bloody competition, all grappling with the coexistence of a resurgent slave power along with its antithesis.

Just as the victory of the revolution in Haiti did not translate into full-fledged freedom for the Haitian people, it did not produce linear, straightforward results in Cuba and Jamaica. This paper will show that despite geographical proximity and certain similarities common to any colonial, slaveholding society in the Atlantic, the impacts of the Haitian Revolution on Cuba and Jamaica were drastically different, entrenching slavery in the former while speeding its demise in the latter. Human agency and structural imperatives heightened these differences as the revolutionary masses in Haiti moved towards independence, ensuring that all three countries would chart distinct but linked paths throughout the 19 th century.


Saint-Domingue on the Eve of Revolution

The wealth Saint-Domingue produced was matched only by the savagery inflicted on the people who produced it. Shortly after Europeans arrived in the Caribbean in the late 15th century, disease and the brutal working conditions they brought with them killed most of the Indigenous population of Hispaniola, ground zero for the colonization of the Americas. To make up for this labor shortage, the Spanish and Portuguese, and later their French and British rivals, began to import large numbers of enslaved Africans to the region. [1]

At first, the number of slaves were limited; only 15 percent of Hispaniola's population was enslaved at the end of the eighteenth century. The ongoing decimation of Indigenous peoples, the influx of pirates, and conventional colonial expansion ensured the growth of plantations and European settlements, which in turn meant a growing demand for workers. [2]Although many of them would be taken elsewhere, given the often loose boundaries of the colonized Atlantic world, modern studies show indicate that between 850,000 to a million slaves were taken to Saint-Domingue from its foundation as an illegal settlement to the abolition of slavery in 1793. Some 685,000 of those people were brought to the colony in the eighteenth century alone. [3]

The brutal nature of the work imposed by their masters, particularly sugar harvesting and refinement, meant that the mortality rates were extraordinarily high, and replacement labor was always needed. 5-6 percent of slaves on the colony died each year, while the birthrate was only 3 percent. Nearly half of all slave children died on some plantations. [4] For the masters, it was simply cheaper to kill slaves off and find new ones. The cool language of economic rationality, with all its tables, charts, and figures often masks the universe of horrors that capitalist development requires. Over 70 years ago, C.L.R James described the terrors inflicted on enslaved Africans bound for the Americas and trapped on Saint-Domingue, and his haunting prose has scarcely been surpassed since. [5] In many ways, Saint-Domingue was a fitting microcosm for all of modern Western civilization: an island of unimaginable wealth, floating on a sea of skulls.

By the eve of the revolution, Saint-Domingue had been transformed from something of a backwater for buccaneers to the world's richest and most profitable slave colony. By 1789, it was the world's largest producer of sugar and coffee; its plantations produced twice as much as all of the other French colonies put together; and its trade accounted for more than a third of France's foreign trade. [6] The French state, and more importantly, the colonial elite and French bourgeoise, grew fat on the suffering of black slaves. Much like India would be for the British in later centuries, Saint-Domingue was the jewel in the crown of the French Empire. To nearly all white eyes, it stood tall as the epitome of what colonialism and slavery could achieve in terms of material prosperity and a seemingly untroubled racial hierarchy, where nearly half a million slaves could be ruled by a handful of white settlers and free people of color. In nearby colonies like Cuba and Jamaica, colonial officials and planters looked on with a mixture of envy and awe.

But as James once observed, "economic prosperity is no guarantee of social stability. That rests on the constantly shifting equilibrium of the classes...with every stride in production the colony was marching to its doom."[7] This production was only possible through the hyper-exploitation of hundreds of thousands of people concentrated on a small landmass, deprived of nearly every aspect of life that makes human existence bearable. Despite the totalitarian aspirations of their overseers, they had established a distinct and powerful culture of their own, and understood that the whites had far more to lose than they did. Driven by the mass leadership of countless enslaved women and men, Saint-Domingue was poised to explode into a new existence as Haiti, and when it did, the shockwaves would reach far outside the plantations of Hispaniola.


Emulating Saint Domingue, Containing Haiti: Cuba and the Haitian Revolution

Prior to the last decades of the eighteenth century, Cuba was more a society with slaves than a slave society. [8] According to the sociologist Arthur L. Stinchcombe, a slave society is "a society in which very many of the familial, social, political, and economic relations are shaped by the extensive and intensive deprivation of slaves of all sorts of rights to decide for themselves" and whose "pervasive purpose in many kinds of social relations between more and less powerful people is to keep the others (slaves) from deciding or being able to decide." [9] In other words, a slave society is not one where slavery merely exists, but where slavery is essential. For Stinchcombe, the degree to which any slave society can be classified as such depends on 1) "the degree to which an island was a sugar island," 2) "the degree of internal social and political organization of the planters," and 3) "political place of the planters in an island government and of the island government in the empire." [10] In other words, slave societies are at their strongest when sugar is booming, when the planter elite is unified and organized as a class, and when planters enjoy relative autonomy from metropolitan interference. [11]

While some 60,000 African men and women had been brought to the island as slaves from its founding as a Spanish colony in 1511 to the middle of the eighteenth century[12], Cuba could not be described as a slave society until the eve of the Haitian Revolution. Most importantly, Cuba lacked the economic qualifications. Far from being a major source of sugar and other export crops intimately tied to slavery, much of Cuban agriculture was geared towards internal consumption, and in the mid-eighteenth century, only four sugar mills had more than a hundred slaves. Many enslaved people worked in towns and cities or on small farms on urban outskirts, while most of those in the countryside worked in "relatively small concentrations (by Caribbean and later Cuban standards)" on modest tobacco or sugar farms, or sizable cattle ranches with a majority of "free" laborers. [13]

International and domestic developments in the latter half of the 1700s helped set the stage for a true slave society in Cuba. While Cuba was more racially diverse than past scholars have thought, thanks to extensive links between the island and British slave traders, the British occupation of Havana in the Seven Years' War accelerated and intensified pre-war trends. During the eleven-month long occupation, the British authorities monopolized the slave trade even more severely than the Spanish had, as the military governor conspired with the Havana cabildo for their mutual enrichment. Cuban slave imports increased slightly during the occupation, but the most lasting impacts came with the reassertion of Spanish control. By the time Spain retook Havana, the events of the war had helped fuel the modernization drive within the Spanish empire-with Cuban planters playing a leading role.[14]

The economic boon for the planter class was immediate, with the export of sugar in the five years after British intervention averaging more than 2,000 tons a year, compared with a mere 300 tons in the 1750s. [15] The independence of the United States, and the subsequent passage of a limited free trade agreement between the US and Cuba, provided another opportunity for Cuban planters seeking commercial expansion. [16] Pedro Rodriguez, Conde de Campomanes, noted jurist and economist, and later president of the Council of Castile, as well as other influential reformist voices within Spain and across the Spanish world, argued that the future of the Spanish empire depended on a large degree on trade liberalization and the development of tropical commodities, which would necessitate the mass import of enslaved workers. Campomanes "gave Cuba pride of place" in this vision of a more lucrative Spanish colonial project, "arguing that by cultivating large-scale tobacco and sugar industries, Cuba would be capable of competing with the most prosperous French islands." [17]

Mainland Spaniards had their influence over colonial debates, but it was the members of the developing Cuban planter class that proved the main and most effective advocates for the expansion of slavery in Cuba. In 1780, barely a decade out from the uprising in Saint-Domingue, Havana's planters petitioned the king to open up the slave trade, in order to maximize Cuba's economic potential and give Spain an advantage over France and England. To compete with Saint-Domingue, the blood-soaked jewel of the French colonial empire and the envy of its imperial rivals, the Cuban ruling class had to drastically transform Cuba, making it into a true slave society.

The trajectory of the wealthy creole lawyer and planter Francisco Arango y Parreno was emblematic of this process of transformation. After traveling to Madrid in 1787, he became the apoderado (empowered representative) of the Havana city council, and called on the king and his ministers to implement "an absolutely unrestricted slave trade-" a call which they heeded, already convinced by the changing commercial landscape and the pressures exerted by earlier reformist elites in Spain and the colonies. While the Crown's decree of February 28, 1789 was initially valid for only two years, subject to further review, it quickly boosted the legal slave trade in Havana, and signified Spain's commitment to sugar and slavery in Cuba and other Spanish colonies in the Americas, as well as the rising power of the Cuban planter class. The Crown's subsequent efforts to regulate the behavior of slaves and masters, and relatively temper the power of the latter over the former, floundered on the rock of planter resistance, and in 1794 Madrid suspended the execution of those laws. [18] Even as the enslaved masses of Saint-Domingue prepared to rise up against their own masters, Cuba was acclimating to its new role as a bastion of the Slave Power.

Arango's influence did not end there. In the days following the outbreak of the revolution in Saint-Domingue, Arango was in Madrid preparing for the Council of State's final vote on the extension of the open slave trade. When news of the uprising reached the capital, he quickly composed an essay on the roots of the revolt (as he saw them) and their implications for Cuba and Spain's rulers, which he was able to put into the hands of the Council. In his influential treatise, Arango argued that the rebellion of the slaves was a logical side effect of the rebelliousness of their French masters, but that the superiority of the Cuban-Spanish system meant that there was no risk of the conflagration spreading. [19] Critically, Arango made the case for an unparalleled opportunity, writing " it is necessary to view [Saint-Domingue] not only with compassion but also from a political perspective and…announce to the best of kings the opportunity and means by which to give our agriculture on the islands the advantage and preponderance over the French." [20]

In the opening salvo of an unprecedented slave revolution, opportunism dominated the immediate response of the Cuban elite to the misfortune of their French counterparts. Though this would shift as the revolution spread and deepened, the initial reaction of the Cubans and the Spanish state was that of vultures, ready to swoop in and pick the bones clean rather than maintain class solidarity with their fellow slaveowners. While this approach ultimately benefited the slaves of Saint Domingue, who could take advantage of the divisions among the masters, it did not bode well for the tens of thousands of African women and women who would suffer under a resurgent and emboldened Cuban slave regime.

A thwarted uprising in 1812 illustrates the lingering aftereffects of the Haitian revolution in Cuba. Documented in over 6,000 pages of court testimony, the Aponte Rebellion-named for its alleged ringleader, the free moreno (black) artisan José Antonio Aponte-is significant here not so much because of its achievements, which were limited to a few torched plantations and dead colonists, but for its symbolic power: for black Cubans and white Cubans. Shortly after Aponte was arrested on March 19, the authorities' interrogations led them to his home. Inside, they found an item several of the arrested conspirators had described: a book of drawings, containing maps of streets and garrisons throughout Cuba, illustrations of black soldiers defeating whites, images of George Washington, Aponte and his father, and King Carlos III, portraits of black kings from Abyssinia, and most shockingly of all, portraits of the Haitian revolutionary leaders Henri Christophe, Toussaint Louverture, Jean François, and Jean-Jacques Dessalines, all of which Aponte produced or replicated himself. Officials later discovered that Aponte regularly showed this book to fellow free black militiamen and others during meetings at his home.[21]

While some of the defendants in the trial claimed ignorance about the meaning of the images, either to themselves or Aponte, and Aponte himself frequently gave innocent explanations for them, the importance of revolutionary and African iconography to free and enslaved people of color in this period (not to mention the exigencies of testifying under threat of more torture and likely execution) puts their words in a different light. [22]

More importantly, the fact that Aponte apparently took the time and energy to replicate images of Haitian revolutionaries, likely knowing full well the repercussions if they were ever discovered, and regularly showed them to his friends and comrades, is telling. At this time, rumors of Henri Christophe as a liberating monarch and anti-slavery bogeyman were rampant across Cuba, as well as other colonies like Puerto Rico. Many slaves and planters alike believed that the king and other Haitian revolutionaries planned to not only inspire revolt through example, but through material and organizational aid.[23] One of the leaders involved in the Aponte rebellion actually claimed to be the famed (but quite dead) Haitian rebel Jean-Francois, known to Spanish speakers as Juan Francisco. However, Christophe's relatively conservative foreign policy, which severely constricted Haitian intervention in foreign slave regimes, suggests that rebels and the authorities alike exaggerated the role the Haitians truly played for their own purposes. [24]

Regardless of where Aponte first saw those drawings, such a stark tribute to the Haitian revolution should not be downplayed. For Aponte, and perhaps for many of the people he shared them with, these images served as a powerful reminder that only a short distance away, slaves and free blacks had led a successful revolution, toppling not only their masters, but multiple white armies, and abolishing slavery once and for all in the process. Even for a free black Cuban like him, this must have been tremendously important. For white Cubans, who had so quickly embraced a reenergized slave system and adopted the mantle of the leading counterrevolutionaries in the Caribbean, the fact that a free black man in the middle of Havana not only had these images in his possession, but actively used them to inspire slaves and free people of color to revolt, must have been terrifying. Even in the heart of regional Slave Power, all was not well. Although Aponte and the other supposed plotters were executed by the state and turned into a public example, the ghosts of Toussaint, Dessalines, and Juan Francisco-indeed, the living specter of Haiti itself-continued to haunt 19th century Cuba.


Jamaica and the Haitian Revolution

Unlike Cuba, the British colony of Jamaica was a longstanding slave society on the cusp of the Haitian revolution. In fact, it had a great deal in common with Saint-Domingue, the only European colony more profitable than Jamaica in the late eighteenth century. [25] Like Saint-Domingue, sugar dominated the Jamaican economy. As Julius Scott noted, by 1740, the planters had contained the elite factionalism and black rebelliousness of earlier years enough to attract more white settlers, clear and cultivate new land for plantations across the island, and purchase hundreds of thousands of African women and men to work it. [26] Following Stinchcombe's model, the Jamaican planter class was politically unified, sugar was ascendant, and metropolitan control over day-to-day colonial affairs was not stringent at this time. As with Saint-Domingue, the labor demands of the burgeoning new sugar economy meant that the "demographic balance between black and white Jamaicans shifted decisively in favor of the African population." This shift was so decisive that "by the eve of the American Revolution almost ninety-four percent of the population of the island was of African ancestry." [27] The demographic tensions inherent in this situation facilitated a sense of defensiveness among the planters, which would come to a head with the beginning of the revolution in Saint-Domingue.

Free trade policies inadvertently encouraged these tensions in Jamaica. While white settlers were perturbed by the growing numbers of French, Spanish, Dutch and Portuguese seamen, merchants, and commercial agents that began to arrive after Jamaica opened its first free ports in 1766, the threat posed by black and brown foreigners was even greater. In 1782, for example, Jamaica's Grand Jury of the Quarter Sessions called on the legislature to compel foreign Blacks to carry "tickets to be produced on demand, or, better, that 'they should have a label round their necks describing who and what they are.'" [28] In the eighteenth century Caribbean borders and other boundaries were often more fiction than fact, and in Jamaica as much as its neighbors, the colonial authorities could not easily abide large numbers of mobile "masterless" people, particularly of unknown origin, and particularly in uncertain times.

When word of the revolution arrived in Jamaica, less than two weeks after the start of the uprising (and probably sooner for the island's black majority, whose networks of illicit communication often outpaced those of the more "literate" settler society, in Jamaica as elsewhere across the region), whites reacted with much less confidence than in Cuba. Governor Effingham wrote to the British Secretary of State about the "Terrible Insurrection of the Negroes" in Saint-Domingue, which compelled French emissaries to plead for assistance from the Jamaica Assembly. William Dinley, a surgeon trying to secure passage back to England, wrote to a Bristol merchant of "rebellion…in some of the French Settlements," and how "the Negroes had killed a great many white people." Given the conspicuous absence of sustained or detailed references to the revolution in public media at the time, Julius Scott argues that "there appears have been an effort on the part of Jamaican whites to suppress discussion" of events in Saint-Domingue. Even as the government prepared open defensive measures to prevent the spread of the rebellion, whites in Jamaica seem to have agreed on a "conspiracy of silence." [29]

Jamaican slaves did not share their reticence. While it is difficult to locate the direct voices of enslaved people, unmediated by elite or white interpreters, there is significant indirect documentation of how enslaved black men and women responded to events in Saint-Domingue. Writing on September 18th, 1791, the commander of the British garrison on the island observed that "many slaves here are very inquisitive and intelligent, and are immediately informed of every kind of news that arrives. I do not hear of their having shewn any signs of revolt, though they have composed songs of the negroes having made a rebellion at Hispaniola with their usual chorus to it." Two months later, the situation had evidently not improved, since the same commander wrote "[The slaves are] so different a people from what they once were … I am convinced the Ideas of Liberty have sunk so deep in the minds of all Negroes that whenever the greatest precautions are not taken they will rise." [30] Other authorities made similar reports. In Kingston, "slaves were said to be 'perfectly acquainted with every thing that has been doing at Hispaniola,'" while parish magistrates in Clarendon arrested several "head Negroes of some of the Plantations" for speaking "very unreservedly" about the rebellion. The prisoners also confessed their hope that a sister uprising would soon happen in Jamaica.[31] For enslaved Jamaicans, the revolution in San Domingue was a harbinger of hope, even when it was by no means clear that it wouldn't be crushed like so many other acts of slave resistance had been and would be in the future.

In Britain, the ruling class and their representatives in the press responded to news out of Saint Domingue with a mixture of mild concern and scarcely concealed glee. In a report published in The Times of London on October 28, 1791, the paper blamed the uprising on the reckless pursuit of racial equality by the French National Assembly, with all the timeless blind arrogance of white racism. Pointedly, the author(s) allege that "it is most certain that the inhabitants [of Saint-Domingue] will invite some foreign power to come and take possession of them" if the rebellion grows more serious. That power, in the unbiased opinion of The Times, should be Britain. In the meantime The report goes on to chastise the more excitable British capitalists who, falling prey to "the apprehensions which timid minds are apt to entertain where there is only the appearance of danger," caused some disturbances on the stock market.[32] Speaking as a leading voice of British imperialism and capital, the Times took a stance not unlike that of the Cuban elite in the early days of the revolution: mild concern, subsumed under excitement at the chance to snatch victory from the jaws of someone else's defeat. Although the report makes a passing reference to the declaration of martial law in Jamaica, the overwhelming sense of confidence is common among many European observers in the first weeks and months of the revolution. They could see something was coming, but they mistook a hurricane for a squall.

Back in Jamaica, white settlers could not enjoy this spirit of entrepreneurial complacency. Shortly after the revolution began, French planters began to flee to Jamaica, bringing their slaves with them. Other slaves from Saint-Domingue came to the island after liberating themselves in the chaos. White Jamaicans reacted harshly to these so-called "French Negroes," who they feared would contaminate their own with rebellious ideas, particularly republican. Governors Effingham and Williamson ordered that authorities do everything in their power to prevent communication between slaves from Saint-Domingue and English slaves, while a royal proclamation issued in December 1791 prohibited "free people of color and free negroes" from settling in Jamaica unless two whites could testify on their behalf.[33] The Jamaican Assembly attempted to track the names, whereabouts and permits of all French-speaking blacks and mulattoes in the colony, and passed a law in 1792 setting strict guidelines on the purchase or hiring of any foreign slaves brought to Jamaica after the rebellion in Saint-Domingue began. These restrictions were regularly violated by slaveowners and employers, not to mention slaves themselves. [34] On the island's north side, historically a hotbed of insurrection, whites established inter-parish safety committees and raised the local militias for the first time in nine years. Numerous reports confirmed that slaves in the area were well-informed about what was happening in Saint-Domingue, thanks in part to foreign small traders and sailors who traveled to Jamaica.[35] In the late 18 th century Jamaica, like much of the Atlantic world, rumors and other forms of information traveled fast and furious, especially among slaves, and masters could do little to stop it.

The feverish early responses of British Jamaica to the Haitian revolution contrast sharply with later events. After the National Convention abolished slavery in 1794, the French began to see emancipation as a tool of imperialist maneuver, with Jamaica as a main target of French expansionism. French ministers of the navy and other state officials urged attacks on Jamaica in the late 1790s, and the French commissioner Phillipe Roume plotted with the mixed-race general Martial Besse and the noted Jewish abolitionist merchant Isaac Sasportas to invade the British colony and abolish slavery there once and for all. [36] Unfortunately, Toussaint Louverture didn't share their priorities. Striking a secret agreement with the British general Maitland, Louverture promised not to attack Jamaica or encourage rebellion there, in exchange for an end to the British blockade of Saint-Domingue.

Furthermore, Louverture requested that British slave traders import more African workers to Saint-Domingue to make up for wartime losses, and encouraged other forms of trade. [37] In the ever-shifting Age of Revolution, politics made for even stranger bedfellows than normal. The white elite in Jamaica may have hated the revolution, but they and the metropolitan British could break bread with someone like Louverture, as long as their interests were assured. Negotiations between Haitians and the British in Jamaica did not end with Louverture's secret deal. More radical than Louverture, Jean Jacques Dessalines nevertheless continued his predecessor's diplomacy with the British in the spring of 1804. Though Jamaican governor George Nugent and his envoy were unable to secure British dominance over Haitian trade or a military base on the island, Dessalines's stringent defense of Haiti's sovereignty did not prevent him from promising non-intervention in Jamaican affairs. [38] While the elite bargained behind the scenes, the people had other ideas. In his 1807 History of Jamaica, Robert Renny writes that the following song was frequently heard in the streets of 1799 Kingston: " One, two, tree, All de same; Black, white, brown, All de same: All de same." [39]

More so than in Cuba, where the colonial ruling class enjoyed more autonomy from Madrid and exerted a greater impact on imperial policy, the impact of the Haitian revolution on Jamaica can be best understood as a process of negotiation. Despite their position as the premier global slave traders and their staunch opposition to republicanism, the British could see the writing on the wall, and decided that détente with Haiti, however unsteady, was the wisest course of action. To this end, they struck bargains with the Haitian government; these agreements did not give Britain the level of control over Haitian affairs that they desired, but they did ensure that Jamaica and other Caribbean colonies would be safe. At the same time, Haiti continued to act as a source of inspiration and refuge for self-emancipating Jamaican slaves, who often made the short journey by boat to take advantage of Haitian free-soil asylum policies. In the Jamaican slave imagination, Haiti stood tall as an ideological and physical source of salvation, however complicated Haitian politics could be. Slavery in Jamaica would not be abolished until 1834, spurred on by post-Haitian slave uprisings and the incremental developments of British parliamentary politics, but the possibilities that the Haitian revolution created could not be easily controlled.


Conclusion

The Haitian revolution was an international milestone. For the first time in history, slaves had led a successful revolution, one which produced the world's first black republic and abolished slavery years before most countries did. The symbolic and material weight of this act, which shook the global order, cannot be underestimated. It inspired fear, hatred, and hope in equal measure, among whites and people of color, free and enslaved people alike.

In Cuba, which had only recently begun to transform itself into a true slave society, the outbreak of the revolution provided a clear and unparalleled chance for the colony to supplant Saint-Domingue as the wealthiest in the world. Indeed, the destruction of much of Saint-Domingue's plantation economy, the disruption of legal and illegal trade, and the sheer loss of human life in the colony meant that the Cuban planters were ideally positioned to realize their dreams. Paradoxically, then, the victory of the slave uprising in Haiti meant the retrenchment of slavery a stone's throw away in Cuba. Cuban slavery would not be abolished until the royal decree of 1886.

In Jamaica, which had been a slave society far longer than Cuba and contained nearly as many slaves as Saint-Domingue, white society's initial response to the revolution was much more fearful. While the British ruling classes in the metropole did not share their trepidation, the Jamaican planters were much closer to the front lines, and vast demographic disparities engendered a sense of insecurity for them white Cubans couldn't understand. As the revolution progressed, and it became clear that Toussaint L'Ouverture and to a lesser degree Dessalines were figures the British could compromise with, political, social, and economic exigencies would push white Jamaicans into a stable status quo with the Haitians. In another seeming paradox, the world's leading slave trader would be the first European power to come to terms with Haiti. Slavery in Jamaica would eventually be abolished in 1834, a fact that was due as much to fears of another mass slave rebellion and the declining economic benefits of the system as it was the Damascene conversion of the British Empire.

In Cuba and Jamaica as in Haiti, history was made through collective and individual human agency but shaped by structural factors. The paths Haiti, Cuba, and Jamaica took during and after the revolution were marked not by a steady march forward, but movement in fits and starts, in several directions at once. Freedom and slavery, bondage and emancipation, could and did exist simultaneously. There was no firm division between an essential Slavery and Freedom, whatever the rhetoric of abolitionists and slavers or the strictures of legal codes. Freedom was, in most cases, better understood as a practical set of possibilities, or a spectrum instead of a hard category. Slaves could be more or less enslaved under different conditions, while "free" people could be more or less free. [40] In the world of the Haitian revolution, slaves, free people of color, and whites discovered a new range of possibilities, made feasible by the collective leadership of the enslaved Haitian masses.

These possibilities would often prove contradictory in practice. In Cuba, the counterrevolution established a firmer foothold, but the revolution continued to inspire insurrectionary plots like the Aponte Rebellion. Beneath the surface of a resurgent slave power, dreams of another Haiti stirred. In Jamaica, the British and the colonial planters would come to terms with the Haiti government, and the threat of further slave revolts would help propel the slow process towards abolition. But the end of slavery hardly translated into freedom or democracy for the black Jamaican majority, as the imposition of direct rule from Westminster later in the nineteenth century showed. Stage-managed abolition did not bring true liberty.

In the end, the Haitian revolution rippled outwards in ways that only seem obvious with the benefit of hindsight. Even the most astute observers, regardless of race, could not hope to fully grasp the ramifications at the time, since no one can truly understand a revolution in the midst of it. For some in Cuba and Jamaica, the fall of Saint-Domingue and the rise of Haiti was an apocalypse. For others, it meant freedom was on the horizon. For still more, it was a new opportunity to be navigated and exploited as best as they could. The story of the Haitian revolution's impact is the story of all of those experiences, the story of how an unprecedented event produced unpredictable results.


Bibliography

Primary Sources

Francisco de Arango, "Discurso sobre la agricultura," 1792.

Arango, "Representacion heca a Su Majestad con motive de la sublevacion de escavlos."

"Popular Heroes in Cuba, 1795" from The Haitian Revolution: A Documentary History

"Greed and Fear in Cuba" from The Haitian Revolution: A Documentary History

Robert Renny, "Jamaican Song, 1799," in The Haitian Revolution: A Documentary History, edited and translated by David Geggus (Indianapolis/Cambridge: Hackett Publishing Company, Inc., 2014).

The London Times , "Danger and Opportunity: The British Press, 1791," in The Haitian Revolution: A Documentary History, edited and translated by David Geggus (Indianapolis/Cambridge: Hackett Publishing Company, Inc., 2014).

Unknown, "Jamaican Slaves, 1791," in The Haitian Revolution: A Documentary History, edited and translated by David Geggus (Indianapolis/Cambridge: Hackett Publishing Company, Inc., 2014).

Unknown, "Aponte's Rebellion, Cuba, 1812," in The Haitian Revolution: A Documentary History, edited and translated by David Geggus (Indianapolis/Cambridge: Hackett Publishing Company, Inc., 2014),

Secondary Sources:

Julia Gaffield. "Haiti and Jamaica in the Remaking of the Early Nineteenth-Century Atlantic World." The William and Mary Quarterly 69, no. 3 (2012).

Julius S. Scott, The Common Wind: Afro-American Currents in the Age of the Haitian Revolution (London/New York: Verso, 2018).

Phillipe Girard, "Did Dessalines Plant to Export the Revolution," in The Haitian Declaration of Independence: Creation, Context, and Legacy , edited by Julia Gaffield (Charlottesville/London: University of Virginia Press, 2016).

Matt D. Childs, The 1812 Aponte Rebellion in Cuba and the Struggle Against Atlantic Slavery (Chapel Hill, NC: University of North Carolina Press, 2004).

Mimi Sheller, Democracy After Slavery: Black Publics and Peasant Radicalism in Haiti and Jamaica (Gainesville, FL: University of Florida Press, 2000).

Ada Ferrer, Freedom's Mirror: Cuba and Haiti in the Age of Revolution (New York, NY: Cambridge University Press, 2014).

Arthur L. Stinchcombe, Sugar Island Slavery in the Age of Enlightenment: The Political Economy of the Caribbean World (Princeton, N.J.: Princeton University Press, 1995).

Laurent Dubois, Avengers of the New World: The Story of the Haitian Revolution (Cambridge, MA: Harvard University Press, 2004).

Elena A. Schneider, ""La Dominación Inglesa": Eleven Months of British Rule." In The Occupation of Havana: War, Trade, and Slavery in the Atlantic World (Chapel Hill: University of North Carolina Press, 2018).

C.L.R. James, The Black Jacobins: Toussaint L'Ouverture and the San Domingo Revolution (New York, NY: Vintage Books, 1989).

Sibylle Fischer, Modernity Disavowed: Haiti and the Cultures of Slavery in the Age of Revolution (Durham, NC: Duke University Press, 2004).


Notes

[1] Laurent Dubois, Avengers of the New World: The Story of the Haitian Revolution (Cambridge, MA: Harvard University Press, 2004 ), 15-17.

[2] Ibid.

[3] Dubois, 39-40.

[4] Ibid.

[5] C.L.R. James, The Black Jacobins: Toussaint L'Ouverture and the San Domingo Revolution (New York, NY: Vintage Books, 1989), 6-15.

[6] Julius S. Scott, The Common Wind: Afro-American Currents in the Age of the Haitian Revolution (London/New York: Verso, 2018), 6.

[7] James, 55.

[8] Ada Ferrer , Freedom's Mirror: Cuba and Haiti in the Age of Revolution (New York, NY: Cambridge University Press, 2014), 17.

[9] Arthur L. Stinchcombe, Sugar Island Slavery in the Age of Enlightenment: The Political Economy of the Caribbean World (Princeton, N.J.: Princeton University Press, 1995), 3.

[10] Ibid, 130.

[11] Mimi Sheller, Democracy After Slavery: Black Publics and Peasant Radicalism in Haiti and Jamaica (Gainesville, FL: University of Florida Press, 2000), 31.

[12] Ferrer, 18.

[13] Ibid.

[14] Elena A. Schneider, ""La Dominación Inglesa": Eleven Months of British Rule." In The Occupation of Havana: War, Trade, and Slavery in the Atlantic World (Chapel Hill: University of North Carolina Press, 2018), 163 -216.

[15] Ferrer, 19.

[16] Ibid, 21.

[17] Ibid, 22.

[18] Ferrer, 25-28.

[19] Ferrer, 33-34.

[20] Arango, "Representacion heca a Su Majestad con motive de la sublevacion de escavlos, " quoted in Ferrer, 34-35.

[21] Matt D. Childs, The 1812 Aponte Rebellion in Cuba and the Struggle Against Atlantic Slavery (Chapel Hill, NC: University of North Carolina Press, 2004), 4-6.

[22] Unknown, "Aponte's Rebellion, Cuba, 1812," in The Haitian Revolution: A Documentary History, edited and translated by David Geggus (Indianapolis/Cambridge: Hackett Publishing Company, Inc., 2014), 189-190.

[23] Childs, 162-165.

[24] Phillipe Girard, "Did Dessalines Plant to Export the Revolution," in The Haitian Declaration of Independence: Creation, Context, and Legacy, edited by Julia Gaffield (Charlottesville/London: University of Virginia Press, 2016 ), 147-148.

[25] Sheller, 42.

[26] Julius S. Scott, The Common Wind: Afro-American Currents in the Age of the Haitian Revolution (London/New York: Verso, 2018), 4.

[27] Scott, 5.

[28] Scott, 48-49.

[29] Scott, 142-143.

[30] Unknown, "Jamaican Slaves, 1791," in The Haitian Revolution: A Documentary History, edited and translated by David Geggus (Indianapolis/Cambridge: Hackett Publishing Company, Inc., 2014), 185-186.

[31] Scott, 144.

[32] The London Times , "Danger and Opportunity: The British Press, 1791," in The Haitian Revolution: A Documentary History, edited and translated by David Geggus (Indianapolis/Cambridge: Hackett Publishing Company, Inc., 2014), 190-192.

[33] Scott, 144-145.

[34] Scott, 145-146.

[35] Scott, 151-153.

[36] Girard, 142-143.

[37] Girard, 146 and Dubois, 223.

[38] Julia Gaffield. "Haiti and Jamaica in the Remaking of the Early Nineteenth-Century Atlantic World." The William and Mary Quarterly 69, no. 3 (2012): 595-598. Girard, 145.

[39] Robert Renny, "Jamaican Song, 1799," in The Haitian Revolution: A Documentary History, edited and translated by David Geggus (Indianapolis/Cambridge: Hackett Publishing Company, Inc., 2014), 188.

[40] Sheller, 43-44.

On Historical Materialism: A Theoretical Revival

By Charles Wofford

What is the responsibility of the historian? Historians show how those things often taken for granted, taken as a fact of life, are relatively recent developments. Alternately, they show how those things one may assume to be strange and unusual have, in fact, been present for a long time. That approach fits neatly into the broader critique of ideology, and there is a reason Marx was so invested in history and historical method. He revealed the historicity of "nature" in, among other places, his 1844 Economic and Philosophical Manuscripts, which were not brought to public light until the mid-20th century, well after the developments of "orthodox" Marxisms and Marxism-Leninism (Claeys, 2018). The effort was to expose Adam Smith, David Ricardo, and the other political economists of the eighteenth century for treating historical developments (from which they had conveniently benefited) as though they were eternal nature. Writes Marx, "Political economy starts with the fact of private property; it does not explain it to us. It expresses in general, abstract formulas the material process through which private property actually passes, and these formulas it then takes for laws" (Marx, 1844). If something is historical, that means it had a beginning. If it had a beginning, it can therefore have an end. Historical materialism - the exposure of capital's historical conditions of existence - was a sword forged to slay Mammon.

But a sword is only as good as the steel out of which it is made. Today, many introductions to historical materialism not only fail to show the real power of the Marxist analysis but obscure the nature of Marxist historiography. Some Marxist intellectuals (like Richard Wolff), acting out of the best intentions, recapitulate capitalist historiography. The purpose of this essay is to introduce historical materialism with academic rigor, and to get at its deeper project, i.e. setting a general theoretical foundation for a revolutionary understanding of historical development, with the specific purpose of thinking past capitalism. What is historical materialism, and what is not historical materialism? There are several issues, each to be framed as a critique: The critique of teleology, the critique of "modernity," the critique of technological determinism, and the ideological self-critique.

First, historical materialism is not a theory of history that sees "primitive communism" necessarily leading to "slave" systems, necessarily leading to "feudal" systems, necessarily leading to "capitalist," then to "socialist" and "communist" systems. Any thesis of overarching historical development following from some "necessary" internal logic ought to be seen as outmoded and historiographically suspect. Teleological views of history have been rightly abandoned by academic historians, and Marxism has shown itself flexible and powerful enough to outgrow its nineteenth-century trappings.

"The history of all hitherto existing society is the history of class struggle." But class struggle is not some mechanical, deterministic thing, like a clock. It is rather a dynamic process that may yield any number of results. Feudalism did not have to lead to capitalism, and capitalism arose not from feudalism itself, but from the ruins of feudalism. It is true that feudalism was only formally abolished (in France anyway) on August 4th, 1789, at the beginning of the French Revolution. But feudalism, throughout the Medieval ages with which it is associated, was a largely decentralized mode of production. It was not the same thing as the absolutism of the French ancien regime, overthrown in the revolution of 1789, which aimed to consolidate power into the monarch (indeed, the entire concept of "feudalism" has been challenged by academic historians, and with good reason. Marxist intellectuals have been slow on the uptake, with even people like Richard Wolff casually referring to "feudalism" as though it is a widely agreed upon concept). Wood and Brenner note that absolutism, and the enlightenment which supported it, may be seen as a defeated historical alternative to the rise of capitalism. In any case, it is a mistake to see feudalism as flowing directly into capitalism by means of a bourgeois revolution; rather, feudalism was already on the decline, and capitalism and absolutism of the French monarchy were alternative ways out of the medieval era.

Capitalism did not have to emerge, and that is the fundamental lesson of historical materialism: capitalism is not necessary or natural, and therefore it is not something that any country or society "needs." The idea that certain modes of production must pass into others is an example of the old historian's fallacy of projecting the present onto the past, fallaciously assuming a greater homology between "modern" and "pre-modern" society than may be justified. It also justifies imperialist expansion against non-capitalist societies, as one believes that the imperialist may be acting to bring those societies "forward" in some greater sense, and that any suffering is justified in the name of "progress." Marxist historian Ellen Meiksins Wood (1942-2016) had it right when she identified the point of historical materialism to be isolating what makes capitalism specific, what makes it unique, not how it may manifest age-old human practices like commerce. The job of the Marxist historian, then, is not to show how modern capitalist society has its seeds in the ancient past, but to show how things became the way they are in the relatively recent past. Marxist historiography, understood in this way, is empowered, rather than challenged, by the postmodern polemic against "grand narratives." "We agree, there are no 'grand narratives'" says the Marxist. "That is why we doubt the Thatcherite declaration that 'there is no alternative.'" Are capitalist triumphalism and capitalist realism (Fisher, 2009) not the ultimate "grand narrative?" Historical materialism is about creating a "theoretical foundation for interpreting the world in order to change it" (Wood, 1995). It is not about shoehorning all of history into a preconceived theoretical framework. In this sense, much of the youtube left intelligentsia (with otherwise excellent user "Cuckphilosophy" as an example), recapitulates schoolboy-level understandings of these issues ("Marxism is a grand narrative, postmodernism is against grand narratives" etc).

The Marxist historian ought to search for the breaks, fragments, and gaps, the hidden or lost potentials. Why? Because in doing so we reveal capitalism in its historicity, and take it out of the realm of nature, and thereby bring to light the possibility of surpassing it. The apologists of capital have always situated capitalism as part of nature, never as part of history. Histories of capitalism discuss how commerce has been around for thousands of years, which is true. Yet the aim of such "histories" is precisely to de-historicize; to show how capitalism goes all the way back to the foggy pre-history of humanity, and how modern commercial society is just the culmination of all those tendencies. The Marxist historian will therefore seek the fragments and breaks, and not the continuities or the overarching narratives.

Second, a central project of the historical materialist is the critique of the concept of "modernity." The rise of capitalism, the rise of individual rights, the scientific revolution, the industrial revolution, the French revolution of 1789 and the "Glorious Revolution" of 1688 are all sometimes taken as one unified package, lumped together under the term "modernity." This is an error.

That is not to say that there is no such thing as the "modern," but a critical engagement with the entire concept is necessary if we are to conceive of an alternative modernity to neoliberal capitalism, one that is not merely some form of nostalgia. Unfortunately, thinkers like Max Horkheimer and Theodor W. Adorno still hold undue sway in leftist circles, although their historiography is flawed. In Dialectic of Enlightenment (1944) Adorno and Horkheimer set out a general critique of modernity as overly rationalizing and systematizing the totality of human life. But they take "Enlightenment" in a broad definition, including in its ambit all of the features of modernity noted above.

A detailed account of why Adornian historiography is wrong deserves and entire book of its own, dedicated to the rise of capitalism in England, the French revolution, the German Aufklärung, and other topics. Moreover, I do not wish to state that Adorno and Horkheimer were the only leftist intellectuals guilty of severe historical and historiographical errors (Foucault also comes to mind). But Dialectic of Enlightenment still carries an august status in even some orthodox Marxist circles, when it misleads more than it illuminates.

The historical materialist critique of modernity begins with the following observations: The rise of capitalism in England, the French Enlightenment, the German Aufklärung, the scientific revolution, and the industrial revolution did not come to us as part of a unified package. Capitalism as we understand it arose in rural England (Wood, 2002; Brenner 1976; Marx, 1867), and was not initially tied to the 1789 French revolution. The bourgeoisie and the capitalists were not originally the same class: most French bourgeois were office-holders, lawyers, or intellectuals; they were not capitalists or even merchants. It was the long-established landlord class in England which emerged as the nascent capitalists, and their literature was related to agricultural "improvement" (which in practice meant yielding higher profits), not the "enlightenment" of the citizenry.

Immanuel Kant's famous reply to the question "What is Enlightenment?" defines "enlightenment" as "man's exit from self-inflicted immaturity." He goes on to link this "exit" to "the public use of reason." Is this challenge of finding an "exit" through "public use of reason" not more in line with revolutionary leftist thinking than reactionary thinking? If a philosopher comes along who argues that the pursuit of progressive values (broadly defined) results in greater harm to humanity than otherwise, would we not regard such a figure as a reactionary? Why, then, do we give figures like Adorno a pass when they argue the same (or nearly the same) thing?

Adam Smith's famous passage on the invisible hand goes thusly:

"As every individual, therefore, endeavours as much as he can both to employ his capital in the support of domestic industry, and so to direct that industry that its produce may be of the greatest value; every individual necessarily labours to render the annual revenue of the society as great as he can. He generally, indeed, neither intends to promote the public interest, nor knows how much he is promoting it. By preferring the support of domestic to that of foreign industry, he intends only his own security; and buy directing that industry in such a manner as its produce may be of the greatest value, he intends only his own gain, and he is in this, as in many other cases, led by an invisible hand to promote an end which was not part of his intention. Nor is it always the worse for the society that it was no part of it. By pursuing his own interest he frequently promotes that of the society more effectually than when he really intends to promote it. I have never known much good done by those who affected to trade for the public good. It is an affectation, indeed, not very common among merchants, and very few words need be employed in dissuading them from it." (Smith, 1776, emphasis added)

Smith's famous argument is echoed by 20th-century neoliberal economist Friedrich Hayek:

"As decentralization has become necessary because nobody can consciously balance all the considerations bearing on the decisions of so many individuals, the coordination can clearly be affected not by "conscious control" but only by arrangements which convey to each agent the information he must possess in order effectively to adjust his decisions to those of others. And because all the details of the changes constantly affecting the conditions of demand and supply of the different commodities can never be fully known, or quickly enough be collected or disseminated, by any one center, what is required is some apparatus of registration which automatically records all the relevant effects of individual actions and whose indications are at the same time the resultant of, and the guide for, all the individual decisions. This is precisely what the price system does under competition, and which no other system even promises to accomplish." (Hayek, 1944)

In no way can either of these passages be squared with Kant's appeal to "the public use of reason." Both Smith and Hayek argue explicitly in favor of the individual, private use of reason, and believe that the greater good is served via the aggregate of individuals pursuing their own private interests. Nowhere is this argument to be found in Kant, nor is it in Kant's peers in the debate (Moses Mendelssohn, Karl Reinhold, etc.) "The public use of reason must at all times be free, and it alone can bring about enlightenment among men; the private use of reason, however, may often be very narrowly restricted without the progress of enlightenment being particularly hindered" (Kant, 1784). Is Kant's statement not more easily squared with notions of public planning, and public ownership, rather than some assumed dialectical inversion whereby private greed promotes the public welfare? If the public use of reason is a main criterion, then the main inheritors of the enlightenment in the 20th century might be Salvador Allende and the Cybersyn project, or computer scientist Paul Cockshott's book with political economist Allin Cottrell, Towards a New Socialism (1993). Wood may be right when she wrote in "Modernity, Postmodernity, or Capitalism?" (1996)

"So this isn't just a phase of capitalism. This is capitalism. If "modernity" has anything at all to do with it, then modernity is well and truly over, not created but destroyed by capitalism. The Enlightenment s dead. Maybe socialism will revive it, but for now the culture of "improvement" reigns supreme...The only concept we need to deal with this new reality is capitalism. The antithesis to that, of course, isn't postmodernism but socialism." (Wood, 1996)

My goal here is not to exonerate that heterogeneous phenomenon called "the Enlightenment," which is itself arguably as obscurantist a label as "modernity." But if the main portions of the Enlightenment happened in France and the German states, and capitalism arose in England, the question must be asked, whence arises the idea that the Enlightenment and capitalism were two parts of a united and oppressive modernity?

The answer, I think, is in another misappropriated Marxist idea: base and superstructure. Because ideological developments are assumed to reflect materialist ones, some Marxists conclude that the intellectual movement of the Enlightenment, coeval with the rise of capitalism, must therefore be capitalism's intellectual expression. But again, the main strains of Enlightenment thought were in France and the German states and promoted "enlightened absolutism." They had little in common with the literature of "improvement" that thrived on England, and which was used to justify the mass enclosures that took up special urgency after 1688, and which were associated with different notions of citizenship (such as the English Bill of Rights). The mistake arises from an excess of historiography and a dearth of history. Recall that one third of classical Marxism's foundation was English empiricism. Modern Marxists sometimes place such emphasis on Hegelian method that, though their sword may be made from great technique, the shoddy materials result in a shoddy weapon. A frail weapon will not slay the dragon of capital.

Historians have discussed the "English Enlightenment." However, the idea itself is contentious, as the main representatives of English enlightenment thought (John Locke, Adam Smith, Edmund Burke, Edward Gibbon, etc.) were fiercely conservative, while the main figures of the continental Enlightenment were often imprisoned or had to meet in secret to avoid persecution for their radicalism. The "English Enlightenment," was notably distinct from the continental enlightenment(s).

If pressed to choose a single date for the "birth" of capitalism in England, my candidate would be 1688. Capitalism had, of course, been in utero for many years, with the enclosures gradually increasing and the power of the landlords increasing with it. But 1688 was the original revolution, which first enabled the legalization of what we now call capitalism on a mass scale. The Bank of England was founded six years later, which began the long and complex process of redefining national sovereignty along lines of government debt (Goodchild, 2002). The Bank of England was taken over by the state, which amounted to the taking over of the state by the Bank of England. This bank could never crash because it was backed up by the state, which had the monopoly on violence to extract whatever taxes were needed to maintain the bank. This enabled the Bank of England to create infinite loans on the promise that they could always be paid back in the future. That in turn justified the mass creation of paper currency secured against those instabilities suffered by previous paper currencies. Hence, the "creation" of the wealth which eventually allowed for the industrial revolution.

A brief side comment: in Capital Vol I, Marx calls the emergence of capitalism in England the "classic form" of accumulation by dispossession. In a footnote he then writes:

"In Italy, where capitalist production developed earliest, the dissolution of serfdom also took place earlier than elsewhere. There the serf was emancipated before he had acquired any prescriptive right to the soil. His emancipation at once transformed him into a "free" proletarian, without any legal rights, and he found a master ready and waiting for him in the towns, which had been for the most part handed down from Roman times. When the revolution which took place in the world market at about the end of the fifteenth century had annihilated northern Italy's commercial supremacy, a movement in the reverse direction set in. The urban workers were driven en masse into the countryside, and gave a previously unheard-of impulse to small-scale cultivation, carried on in the form of market gardening." (Marx, 1867)

This comment may seem to demolish the thesis of capitalism's origins in England. However, Marx is remarkably vague here. Why is England the "classic" case if Italy is the place where capitalist production developed "earliest?" One idea is that Marx realized at some level he was founding a whole discipline and method of analysis, and thus decided for his own convenience what counted as the "classic" case. However, such an explanation seems too contingent. A comrade suggested to me that early Italian capitalism was destroyed by the decades of invasion and warfare in Italy during the first half of the sixteenth century. Looking into this thesis further, I found that, combined with epidemics of Plague, he Great Italian Wars rendered low the opportunities for investment. As a result, those with capital, rather than investing in improving production, invested in buildings and art-hence the artistic bloom of the Italian Renaissance (Malanima, 2008). Their capital did not yield profit in the same self-perpetuating ways we associate with capitalism, and was turned into use-value, rather than maintaining and expanding itself as exchange-value. Implicit in this explanation is the idea that wealthy Italians would necessarily engage in capitalist behavior unless such behavior is deflected, and that sounds a little too close to the "Capitalism is human nature" position. Whether one agrees or disagrees with this particular analysis, the larger point is this: the capitalism that since consumed the world, the capitalism in which we are living- "our" capitalism-did not come from Italy. Early Italian capitalism was snuffed out.

Philosopher Philip Goodchild couches his analysis in a Nietzschean historiography, inquiring as to when, exactly, the "Death of God" occurred. He places it at 1694, the founding of the Bank of England and the merger of state and financial interests that had been kept apart for thousands of years. "It was this deed which caused the murder of God" (Goodchild, 2002). But if capitalism killed God, then capitalism must first have been born, and the moment of the birth of capitalism as a social system, albeit of course in its infancy, was 1688. Marx notes in chapter 27 of Capital that the 1688 "Glorious Revolution" enabled the "capitalist profit-grubbers" to engage in profit-grubbing on an entirely new scale. While his emphasis is mostly on land, enclosure, and the creation of a mass property-less proletariat, the creation of modern finance is a subject on which historical materialists ought to have much to say.

Third, technological development is not itself the locus of revolution. As Wood notes, the point of historical materialist analysis is that each mode of production has its own logic, and its own way of needing to be understood.

"It is one thing to say that capitalism uniquely fosters technological development. It is quite another to contend that capitalism developed because it fosters technological development, or that capitalism had to develop because history somehow requires the development of productive forces, or that less productive systems are necessarily followed by more productive ones, or that the development of productive forces is the only available principle of historical movement from one mode of production to another […] the principle is that at the foundation of every social form there are property relations whose conditions of reproduction structure social and historical processes." (Wood, 1995, 120-121)

A simple historical example may be used to further illustrate the point: The ancient Romans could have had an industrial revolution of their own. They had simple steam machines and they had wagons. But for some reason, the opportunity or the imperative never arose to stick a steam machine on the back of a wagon and have the steam do the work of pushing it. Had such a moment arisen, the industrial revolution might have been 1,800 years ago. If technology will save us, it would have done so by now. The lesson of historical materialism here is that the revolution will be a class revolution, not a technological revolution (also opening room for critiques of the pseudoscientific cult of Singularitarianism). Building on work done by Robert Brenner, Ellen Meiksins Wood shows the particular historical circumstances that allowed capitalism to emerge when and where it did, and not before (Wood, 2002). Historical developments need to be seen as historical, not as metaphysical; they do not follow from some predetermined logic waiting for its moment of fruition. History means beginnings. Technology has been around long before capitalism, so the beginnings of capitalism cannot be essentialized to technological development, unless we are prepared to once again view capitalism as existing in utero from the foggy pre-history of humanity.

Fourth, historical materialism involves challenging the categories in which we tend to think as themselves products of history. While Wood emphasizes the falseness of "economic" vs "political," we should also be careful of categories like "base" vs "superstructure," as ripe for reification. The terms of our analysis should be fluid and open to self-critique. As Slavoj Zizek put it in his 2009 debate with Alex Callinicos,

"If communism is an eternal idea, then it works as a Hegelian concrete universality. It is eternal, not in the sense of a series of abstract features which can be applied to every situation, but in the sense that it has the ability, the potential, to be re invented in each new historical situation." (Zizek, 2009).

That is the genuine power of historical materialism, to take the past and re-member it so as to continually recreate the space for revolutionary thought "in each new historical situation."

In the preface to his classic The Making of the English Working Class (1964), E.P. Thompson notes the problems created in thinking of class as a "thing" rather than a process ("If we stop history at a given point, then there are no classes but simply a multitude of individuals with a multitude of experiences"), and how such thinking engenders a framing of any sort of concept of "class consciousness" as embodying the worst caricatures of vanguardist organizational methods. The logical contradictions are clear:

"'It' - the working class - exists, and can be defined with some accuracy as a component of the social structure. Class-consciousness, however, is a bad thing, invented by displaced intellectuals, since everything which disturbs the harmonious co-existence of groups performing different 'social roles' (and which thereby retards economic growth) is to be deplored as an "unjustified disturbance-symptom.'" (Thompson, 1964, 10)

Thompson sees class-consciousness as something that exists empirically, and which ought to be studied. All classes have some kind of consciousness, and it is part of the job of the Marxist historian to study their historical development. In a similar vein, all movements have vanguards, and one may study those empirically too. This is the meaning used by Marx and Engels in the manifesto.

"The Communists, therefore, are on the one hand, practically, the most advanced and resolute section of the working-class parties of every country, that section which pushes forward all others; on the other hand, theoretically, they have over the great mass of the proletariat the advantage of clearly understanding the line of march, the conditions, and the ultimate general results of the proletarian movement." (Marx and Engels, 1848)

One may say to a "non-political" person, that while they may not care for politics, others do, and they will not care for their interests. One may also say to those skeptical of vanguards that while you may not pursue a position to influence the movement in ways you think are positive, that does not mean others won't. And those people will not necessarily lead the movement in directions that you think are best. Refusing to recognize any notion of the vanguard is akin to refusing to recognize any notion of politics. As Lenin put it,

"But what else is the function of Social-Democracy [i.e. revolutionary socialism] if not to be a "spirit," not only hovering over the spontaneous movement, but also raising the movement to the level of "its program?" Surely, it is not its function to drag at the tail of the movement; at best, this would be of no service to the movement; at the worst, it would be very very harmful." (Lenin, 1902)

Why does one become an activist (taking that term in the broadest sense) if not because one thinks one has something to contribute? Do we, as socialists, not think that we have a better political program than non-socialists? Are we not, in essence, trying to convince more people to think in socialist terms?

"For there will always be found some who think for themselves, even among the established guardians of the masses, and who, after they themselves have thrown off the yoke of immaturity, will spread among the herd the spirit of rational assessment of individual worth and the vocation of each man to think for himself." (Kant, 1784)

In this vein, see Zizek's emphasis on the nature of an "authentic" master who "forces us to be free" (see, for example, his debate with Jordan Peterson). In this vein, perhaps psychoanalysis may indeed serve a revolutionary role in creating the "maturity" needed to recognize the prospects for an "authentic" vanguard.

Obviously, this essay has gleaned over complex issues with a broad brush. It is really only aimed at correcting some errors that I have seen in explications of historical materialism. As noted above, just the discussion of capitalism and the enlightenment from a historical materialist perspective is itself a book waiting to be written, and this essay does not pretend to be that. Moreover, I have not discussed why feudalism was on the decline already if not because of the very same things that led to capitalism, or the critics of the Woods/Brenner theses (like Jairus Banaji, whose excellent work will be the subject of another essay). I have also shown the limits of my own historical understanding regarding the nature of the economy of the Italian states during the fifteenth and sixteenth centuries. But if we need a way out of "capitalist realism" and to show that, contra Thatcher, there are alternatives, then the first thing to do is look to the past for inspiration and understanding. Historical materialism is a method by which we may ensure that our backward glance is actually historical, rather than merely nostalgic. But it must be re invented as our understanding of history is re invented: historical materialism is a historiography, not a history. What historical materialism will tell you depends on which historical information you put into it. The good historical materialist is not just a communist but is a historian too. And that means really knowing history.


Charles Wofford is a communist and a PhD student in historical musicology.


BIBLIOGRAPHY

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Zizek, Slavoj. "Slavoj Zizek: What does it mean to be a revolutionary today? Marxism 2009." Video File. Youtube.com. 2009. Accessed May 18th, 2019. Relevant comment at 2:13. https://www.youtube.com/watch?v=_GD69Cc20rw&t=640s