I had been a lazy author. I was so absorbed in my excitement for my first visit to Nigeria, that I didn’t bother to look through Aké Arts and Book Festival’s draft program in time to communicate any adjustments I had before it had to be finalized. When I did finally look through the program days before the 2016 edition I discovered a curiously titled panel: “The Irony of Black Lives Matter in Africa.” I was concerned for two reasons. First, I felt there was no “irony.” Second, there was only representation from West Africa: moderator, Nigerian Patrick Okigbo, Nigerian novelist Helon Habila and Ghanaian-Kenyan Kinna Likimani. As soon I saw this I pestered Lola Shoneyin, the festival founder and organizer, to add me onto the panel. I was sure that the experience of living between two African countries that suffered white minority, settler-rule late into the 20th century—by virtue of my having been born in Zimbabwe and raised in South Africa—would lead me to have a different response to the two Nigerians and Ghanaian-Kenyan on the panel.
Months earlier, my first visit to Uganda for the 2016 Writivism Literary Festival had given me my first real encounter with the “experience gap” between black people on the continent. During the day Uganda National Museum, Writivism’s venue, is a hive of schoolchildren. I was struck by the appearance of a particular group of girls from Gayaza High School. They had the most beautiful school uniform I have ever seen: an assortment of red, yellow, green, orange, pink, purple and blue short sleeve dresses that sung against the girls’ dark skin. More than that, their heads crowned in a variety of beautiful natural shapes and styles—short, medium sized, buns, round, square. A product of the South African “Rainbow Nation’s” schools that insisted on unflattering uniforms (including my high school’s kilt-inspired skirt) and hair very intimate with sodium hydroxide, I found myself staring, and, overcome with emotion. When it came time to introduce myself during the Festival’s schools outreach, I tried to express how happy I was to see the girls: You look so beautiful. Can I take a picture to take home? The other African writers and the girls themselves didn’t get it. That every girl had natural hair was nothing to talk or write home about, let alone take pictures. What else would I have them do with their hair?
They couldn’t understand why I was making such a fuss, because that to them, was the default. With some help from Nigerian-Barbadian-South African writer Yewande Omotoso, I tried to explain why it would be noteworthy that they had hair the way they did. I was unsuccessful. Not for a lack of words, but a lack of context.
All of these different attacks on black bodies—whether on African soil or outside of it—is not unrelated to white racial capitalism and coloniality which is sophisticated enough not to need the presence of white bodies to function. This is after all why, for example, African countries remain one of the world’s largest markets for skin lightening creams.
If I had visited the Gayaza Girls just a week later, I would have given them the example of their South African age mates at Pretoria Girls’ High School who, on the very day that I returned from Uganda, were protesting against bans on afros and other racist practices at their historically white school. This incident would have helped me explain how the absence of visible racialized markers—namely white teachers and white classmates with hair “that falls” and is the acceptable standard of feminine “neatness” in school codes of conduct—meant that the Gayaza Girls were spared the same kind of explicitly racial pathological relationship to self and body. The girls were avid readers, and so, if I had had better presence of mind I might have given them a black girlhood reading list: Toni Morrison’s The Bluest Eye, Merle Hodge’s Crick Crack, Monkey!, Tsitsi Dangarembga’s Nervous Conditions, Kopano Matlwa’s Coconut or even their own country woman, Doreen Baingana’s Tropical Fish. Without these examples, the Gayaza Girls and I fumbled our way to some of sort of understanding about this hair issue. The girls thought it a strange experience, but as readers who had developed enough empathy and curiosity to learn of the experiences of far off lands, they smiled and nodded as I shared anecdotes from my years as a black girl aspiring to and failing the standards of “hair that falls.” I was at first a little frustrated that I had to explain, but I quickly reminded myself that this was how it should be. This was the beauty of a childhood in which your imagination is fully formed before encountering the daily delusion that is whiteness.
I had something of this regional “experience gap” in mind when I gate crashed the Aké panel, which began as I expected: How can we as Africans be concerned about Black Lives Matter in the United States when we were not looking after our own in our countries? What are African Americans saying about the Chibok girls? While some of these rhetorical questions contained valid concerns, they were undermined by the generally dismissive and flippant tone towards the subject of race and blackness that I’ve come to expect from many Africans who did not grow up in “former” settler colonies. Fortunately, Kinna Likamini, who had also lived in Zimbabwe and the United States, was able to make the global and historical links of black people within the context of global white supremacy.
All of us are suffering coloniality, it’s just that the significant presence of white bodies in South Africa and the United States make it easier to visualize
I complemented her by offering examples of the specific experiences of “former” settler colonial South Africa where, under black governments protecting white property interests, black lives have clearly been shown not to matter. The first was the example of Marikana massacre, where 37 black mine workers demanding decent wages were killed after orders from then-Deputy President Cyril Ramaphosa, a shareholder board member of the company, for the police to take “concomitant action.” The second was closer to home. It was my experience as a student in the “Fallist” movement that effectively debunked the myth of Mandela’s Rainbow Nation ever having existed. It began when shit literally hit the University of Cape Town’s (UCT) statue of Cecil John Rhodes’ and students demanded its removal, part of a call to decolonize Eurocentric symbolism, curricula and staff demographics of historically white university campuses such as UCT and Wits University, where I was studying at the time. It then took on a more “bread and butter” focus with the #FeesMustFall protests driven by black students’ demand for a “free, quality decolonized” education. I related how the movement often used the bodies of white students as human shields when encountering police because we knew that they would not let a bullet pierce white skin. And more importantly, we knew and understood that Black bodies, or indeed life do not matter.
The sophisticatedness of white supremacy means that even with the visuality and presence of whiteness in one location and its invisibility and absence in another, both spaces continue to suffer similar kinds of psychic, material and discursive impact.
Together, Kinna and I argued that the indifference to the missing Chibok girls in Nigeria, the country with the largest black population on the planet, is as much linked to the unpunished police shootings of unarmed black people in America as it is linked to the murder of black mine workers demanding better wages in South Africa as it is to extra-judicial killings in Kenya. All of these different attacks on black bodies—whether on African soil or outside of it—is not unrelated to white racial capitalism and coloniality which is sophisticated enough not to need the presence of white bodies to function. This is after all why, for example, African countries remain one of the world’s largest markets for skin lightening creams. It is why Africans still prize white intellectual labor and cultural output as supreme (whether we admit it or not). It is why a fluency in the colonizing languages of English, French, German, Portuguese, instead of our own indigenous languages, remains the true marker of not only of educatedness but sophistication and worldliness across the continent. It is why in times of emergency our governments will often choose to address foreign press before they address us, their people. It is why a black person in position of authority or wealth might be called “oyinbo,” “muzungu,” “umlungu,” “murungu” or “ obroni” depending on where you are on the continent. All of us are suffering coloniality, it’s just that the significant presence of white bodies in South Africa and the United States make it easier to visualize. The sophisticatedness of white supremacy means that even with the visuality and presence of whiteness in one location and its invisibility and absence in another, both spaces continue to suffer similar kinds of psychic, material and discursive impact.
As we spoke, it wasn’t lost on me that this debate over the “irony” of having to state that “black lives matter” in Africa was taking place in Abẹ́òkuta, or Aké, the storied hometown of Wole Soyinka who had been so unimpressed and impatient with the Negritude movement spearheaded by the Francophone writers of African descent that he famously dismissed them at the 1962 African Writers Conference held at Makerere University, quipping: “A tiger does not proclaim his tigritude, he pounces.” At a conference in Berlin two years later, Soyinka elaborated this: “a tiger does not stand in the forest and say: ‘I am a tiger.’ When you pass where the tiger has walked before, you see the skeleton of the duiker, you know that some tigritude has been emanated there.”
It’s not that Soyinka was the only one to critique the Negritude movement. It was just that he was the loudest, and perhaps the most flippant, in his response. For years I puzzled over what it was that might have made Soyinka so dismissive of his Negritude counterparts. After all, the tiger can only be free to pounce on the poor duiker if his environment is free. Just what kind of environment might have induced Soyinka to pounce on his fellow Africans in the way that he did? The view of Aké from its highest point, Olúmọ Rock, provided me with part of the answer.
After a brisk hike up the Olúmọ Rock stairway, a careful negotiation around the Ifá divination shrines (and their devotees), I turned to an unwitting Nigerian writer: “My brother, this, you call a mountain? Come and visit Zimbabwe, the Great House of Stone. You will see boulders and granite mountains so large they make the villages below them look like toy houses. You will see Olúmọ Rocks in everybody’s backyard and then you will never waste visitors’ time again with this.” My Nigerian brother could only offer an apologetic laugh. This time the “giants of Africa” did carry last. Standing out of earshot, I allowed myself to admit that there was something that did impress me at Olúmọ Rock: the view of Abẹ́òkuta, the “refuge among rocks,” the nearly two centuries old African town unmarked by the generational trauma of apartheid era bulldozers and trucks that segregated people into “European” towns and farms and “non-European” “townships” and “homelands” and instead etched with a history that preceded colonialism and succeeded it through its very own idiom, that made the sprawling, undulating terrain of Soyinka’s childhood appear to me as luminous and magical as it appears in his 1981 memoir Aké: The Years of Childhood.
In his introduction to In My Father’s House, Ghanaian-American philosopher Kwame Anthony Appiah uses Soyinka’s Aké childhood to explain why it is that what race meant to the “New Africans”—the generation of African intellectuals of the 1960s educated in the West such as Jomo Kenyatta, Kwame Nkrumah, Kenneth Kaunda and Julius Nyerere—was different to what race meant to “educated blacks in the New World” such as African-American, Afro-Caribbean and Black British people. Appiah argues that, unlike their counterparts who grew up facing the crudest forms of racial and colonial discrimination in the West and the Francophone subcontinent, the likes of Soyinka were “children who were extracted from the traditional culture of their parents and grandparents and thrust into the colonial school [but] nevertheless fully enmeshed in a primary experience of their own traditions” in cultures where black people were both in the majority and their cultural lives continued to be largely controlled by indigenous moral conceptions.
Unlike Soyinka, whose homeland had known a total of 60 years of indirect rule beginning in 1900, his South African contemporary Es’kia Mphahlele, whose country had suffered settler rule since 1652, could relate to the “double consciousness” that black people in the West, Africa’s settler colonies and the Francophone subcontinent know only too well. And so, Mphahlele’s apartheid upbringing led him to criticize the Negritude movement for reasons both more sophisticated and different to Soyinka. Mphahlele’ criticized the “evolue” class of Francophone writers for their “black romanticism” and pointed to Senegalese poet-president Leopold Senghor as a “classic representation” of the movement’s “unholy alliance” with Africa’s emergent national bourgeoisie. In other words, Mphahlele, like many other black South Africans felt that negritude was not radical enough in its challenge to colonial logic.
South Africa’s late poet laureate Keorapetse Kgositsile, who had been exiled to the United States in the early 60s and worked closely with members of the Black Arts movement, persistently argued against Negritude on the grounds that it was a purely cultural or aesthetic approach to black self-determination, that in itself was too dependent on white aesthetics, and so offered a vision of black liberation limited by its concern with justifying itself to a white audience. Disappointed by the First World Festival of Negro Arts hosted by Senghor in Dakar, Kgositsile wrote in his 1968 essay, “I Have Had Enough,” that Negritude is a type of “an academic masturbation or deviation, a kind of mannerism—fornicating with the white eye and then emerging on some stage with Western arguments for the validity and glory of a black Virginity.”
Kgositsile’s critique of negritude’s dependence on white aesthetics and approval was informed by his involvement in the Black Consciousness movement, South Africa’s answer to Black Power and Negritude formed by political leaders such as Bantu Steve Biko, cultural figures such as poets Mongane Wally Serote and Kgositsile and jazz saxophonist Winston Monwabisi “Mankunku” Ngozi. Through it, they defined Blackness beyond simply being oppressed as a “non-white” but as a positive state of mind. For the likes of Mphahlele who grew to adulthood in apartheid South Africa where their existence was officially defined in the negative as “non-European” and “non-white,” there was no irony in positively declaring their “capital-B” Blackness or to demand that the curriculum be decolonized. They were dehumanized as “non-whites” on African soil, and so it was necessary to proclaim their Blackness in order to reclaim their humanity, a feat that was both incontrovertible and incomprehensible to the likes of Soyinka. Mphahlele himself would eventually become the champion of what he called “African humanism,” a philosophy that attempts to undo the kind of psychic damage wrought by apartheid and so poignantly illustrated in his classic 1959 childhood autobiography Down Second Avenue.
Even with the creep of British indirect rule, Soyinka’s Aké was not Mphahlele’s Marabastad. If Soyinka’s Aké is enlivened by the strong wafts of the market women’s deep fried akara that “jostled for attention with the tang of roasting coconut slices within farina cakes which we called kasada; with the hard-fried lean meat of tinko; the ‘high,’ rotted-cheese smell of ogiri; roasting corn, fresh vegetables or gbegiri” and his mother’s akara, ogi, moin-moin and agidi, apartheid impoverishes little “Es’kia’s Second Avenue kitchen table so much that it rarely offered more than coffee and bread (with butter when there were visitors) for breakfast and porridge served with meat (or fried tomatoes when there was no money) and on, a Sunday, vegetables too, for supper. Where four year old Wo̩lé could lose himself in pursuit of a police band across the horizon of Aké’s parsonage only to be returned home on the crossbar of a Hausa policeman’s bicycle, Es’kia’s” movements are boxed in by the baton and the open palms of the white and African policemen who patrol their township.
A lack of a direct experience of another’s pain is not the basis for dismissal, it is an opportunity to demonstrate empathy and, more importantly, solidarity
As an adult, Mphahlele is compelled to leave South Africa for Nigeria in 1957, not only for himself, but for the sake of his two small children and soon to arrive third born. He despairs watching the way his four-year-old Motswiri clings to you tightly when he sees a constable walk up or down the road and says Ntate, is the policeman going to arrest me is he going to take you is he going to take Mamma? You hold the frightened kid close to you and think of Second Avenue the long long great divide. Another time Motswiri comes to you with imitation handcuffs crudely made of wire and shouts “Bring your hands here, where’s your pass? I’ll teach you not to be naughty again.” Now he wants a torch and a baton and a big broad belt and a badge, how agonizing!”
Once in Nigeria, the “new air of freedom” is initially bewildering to Mpahlele, but in time he and his wife Rebecca are relieved that their children are visibly happier and “will be able to learn something worthwhile, something that is fit for all mankind, not for slaves.” Mphahlele eventually ends his autobiography during his time teaching at CMS Grammar School, Nigeria’s oldest secondary school, where he observes that his Nigerian schoolboys are “worlds apart” from his South African boys. For Mphahlele, there is a “complacency” within CMS’s “placid” atmosphere, whereas he and his South African schoolboys “were both hungering for many things and getting little, which in turn sharpened the edge of our longings. I responded to every throb of pain and restlessness in them, and I think they responded to my yearnings.”
Empathy outside your mother’s house
In Mpahlele’s sentiments about the differences between his South African and Nigerian schoolchildren lies the question at the crux of this essay: If it is true that we of African descent have grown up in different households, that shape our experiences of the world differently, how do we respond to the pain and yearnings of our sisters? What happens when that pain that is unfamiliar to us because it is pain particular to their households but foreign to ours? If our sisters say there is a fire in their house, do we deny it because there is no fire in ours? Do we shout over their shouts for help because our house is not burning? What if we have never encountered a fire before? Do we criticize the way our sisters try to fan out the flames before we have learnt the nature of fire?
How can we have any meaningful pan-African, and indeed any other kind of, solidarity if we lack empathy for those whose experiences we do not share? Where would the world be if sharing a common experience was the first requirement for supporting another’s struggle?
This is exactly what Soyinka did when he pounced on the Negritude writers and proclaimed his own Tigritude. Nigerians who dismiss our understandings of race often use their lack of experience of racial discrimination as the reason for their positions. This is unconvincing. What I find missing in my interactions with many Nigerians who dismiss our experiences of race is this: a profound lack of empathy that takes the form of unwillingness to understand and share the pain of another, as well as a willful refusal to self-examine the tacit, but powerful presence of the racialized politics that already operates in their own society.
A lack of a direct experience of another’s pain is not the basis for dismissal, it is an opportunity to demonstrate empathy and, more importantly, solidarity. How can we have any meaningful pan-African, and indeed any other kind of, solidarity if we lack empathy for those whose experiences we do not share? Where would the world be if sharing a common experience was the first requirement for supporting another’s struggle? The irony which seems to be lost on Nigerians who choose to dismiss the struggles of their black sisters is that their country has a long tradition of supporting the struggle for liberation in Southern Africa’s minority white settler regimes. Just as Nigeria was preparing itself for independence in October 1960, the 21 March Sharpeville Massacre of 59 black South Africans protesting pass laws led the Nigerian public to pressure what would become Abubakar Tafawa Balewa’s government to condemn the apartheid regime. Two years later when Rolihlahla Nelson Mandela clandestinely traveled to Nigeria to get support for the armed struggle, he received it. The next year Prime Minister Sir Abubakar Tafawa Balewa declared, “We in Nigeria are prepared to do anything towards the liberation of all African countries.” Nigerians kept their word. By 1976, Nigerians paid from their pockets to support the liberation struggle through the monthly “Mandela Tax” on civil servant salaries paid into the Southern African Relief Fund (SARF). Young Nigerians, who had been moved by the plight of their South African age mates who had been killed in the 1976 Soweto Uprising formed anti-apartheid clubs such as the Youths United in Solidarity for Southern Africa (YUSSA) and the Nigerian African National Congress Friendship and Cultural Association (ANCFCA), voluntarily contributed to the SARF too. For twenty years Nigeria chaired the United Nations Special Committee Against Apartheid until South Africa finally achieved its democracy in 1994. By then, Nigeria had contributed an estimated US $61 billion towards the anti-apartheid effort.
When we talk of solidarity politics we must ask ourselves: What happens when we find ourselves as visitors to the houses of our brothers and sisters? What if we find ourselves permanent adoptees in their homes? How do we behave in our adoptive homes? How then do we respond to the fire in our sisters’ homes? When we do criticize our sisters do we do so out of love or out of contempt? A deep sense of empathy or superior dismissiveness?
The answer is critical.
Of late I think much about these questions, questions of racial and political solidarity, because I’ve recently moved to America and often have to remind myself that this is not my mother’s house. There are things I do not quite understand and must learn about this country. This is despite the fact that it’s a country I’ve always felt quite familiar and comfortable with as I shared in the long-held kinship and solidarity ties between black South Africans and African Americans. From Charlotte Maxeke and WEB Du Bois; Pixley ka Isaka Seme and Alain Locke; Es’kia Mphahlele and Langston Hughes; Miriam Makeba and Sarah Vaughan; Hugh Masekela and Miles Davis; Lewis Nkosi and James Baldwin to Keorapetse Kgositsile and Gwendolyn Brooks; Bessie Head and Toni Morrison; and Ellen Kuzwayo and Audre Lorde, black South Africans and African Americans have always had a way of understanding each other and helping each other through it despite coming up in different homes. When I was a teen developing my political consciousness, Biko’s I Write What I Like I read alongside The Autobiography of Malcolm X, Matlwa’s Coconut alongside Angelous’s I Know Why The Caged Bird Sings, Dangarembga’s Nervous Conditions with Morrison’s The Bluest Eye.
Unlike many Africans Coming to America, I have been black for as long as I can remember. I was black long before I came here. I did not need America to know that I am black. For this reason I often feel I relate far more easily to African-Americans than I do to my African sisters. Indeed, I’ve long stopped reading a certain type of African immigrant essay. It usually begins with, or includes the assertion that, “the first time I knew I was black was when I arrived in [insert Western country]”. It’s a favorite essay topic for liberal publications interviewing non-American black people. This essay “genre” would be useful if it were an entry point into a deconstruction of the fallacy of race as biological fact, but all too often all this simply ends in an exposition of what will become life-long indignation that the author could possibly be degraded to the status of black and rarely leads them to develop a broader politics of racial solidarity.
What is perhaps most frustrating about these Africans writing of their sudden awakening to the fact of their blackness is that they rarely fail to reflect on the crucial fact that their racialization as black people did not occur in the moment of (varying degrees of) voluntary migration to the West in the last few decades but centuries ago when the first Africans were forcibly taken to the New World as enslaved people. If we were, for example, to return to Soyinka’s Aké and look more closely at the landscape, we would be confronted with the fact that, while it may be unmarked by the tracks of segregating bulldozers, the terrain does bear scars of the many settlements and displacements wrought by the transatlantic slave trade’s destructive path. A closer examination of history would reveal that Ẹ̀gbá peoples founded Abẹ́òkuta amongst the protective rocky outcrops in the early 19th century as they sought a place of refuge from warring enemies, including the slave raiding kingdom of Dahomey who unsuccessfully invaded them in the mid 1800s.
It is also true that that very same landscape bears the marks of many other complex settlements and displacements, conquests and defeats which over time has defined how Nigerians might imagine themselves. Long before the British, Nigeria suffered its first wave of colonialism by Arabs who wiped out cultures and instituted the Arabic way of life chiefly in Northern Nigeria. Within the arbitrary border drawn up by the British, the Nigeria of today contains multitudes. Be it in total number – more than180 million people. Or sheer ethnic diversity – more than 250 ethnic groups. The largely middle class Nigerian writers, students and artists I have read and spoken with over the years about the race issue do not represent the full and highly complex picture of larger Nigerian identit(ies) and histories. Indeed, for many, Nigerian identity in and of itself is still up for debate. For many Nigerians, their first consciousness might be as Yorùbá, Igbo, Hausa or any of the other ethnic groups. Aspects such as religion, class and gender further shape the contours of this consciousness. In the end, the tensions between the many Nigerian national consciousnesses are the reason behind conflicts most tragically exemplified in the Biafran War. In a highly unequal society, class wars between the ruling, middle and working classes would also shape much of the Nigerian identity writers bring to bear when they Come to [insert Western country]. How an undocumented working class Nigerian will approach American race relations will likely be different to how a multiple passported middle class Nigerian will do. As a friend told me of his own experience as a working class Nigerian poet in America, those working class Nigerians, particularly with no papers, long accustomed to the experience of operating at the margins of society even in their home countries, would not only likely find it easier than their middle class counterparts to grapple with the kind of marginalization blackness confers in the West but, find it easier to empathize with and stand in solidarity with the racial struggles of their hosts. (We get something of the impact of class difference in recent African immigrant fiction, where for example, the Princeton-going Ifemelu of Chimamanda Adichie’s Americanah and the Ivy League family of Taiye Selasie’s Ghana Must Go (who would very easily fit Selaisie’s Afropolitan tag) take on American racial politics in ways very different to the asylum seeking limousine driving Jende Jonga of Mbolo Mbue’s Behold the Dreamers and Darling, the undocumented preteen of NoViolet Bulawayo’s We Need New Names.)
This complexity of identity is true of many other African countries also suffering the consequences of arbitrary colonial borders, nonetheless, it’s still troubling that the African writers making claims about blackness as only “discoverable” in the West are speaking as though the racialized understanding can only come as a result of experience. More than ever, before we can only no longer say we are unaffected by racial consideration no matter where we may be located because its shapes and contours are beamed to us daily through our screens (and, long before that, if we cared to really read each other, that is, with a deep sense of empathy, we would know the pain of our sisters’ homes intimately). It seems a disingenuous claim. It’s one thing to say they may not have experienced it directly but to say they are not aware of racial subjectivity and subjection is willful ignorance and a lack of emotional and political imagination. These are writers after all: does that mean that everything they write about they have experienced or have familiarity with it? The question is what is the political purchase or utility of making such a declaration? Why are so many of these writers seemingly so apolitical around race politics and deliberately refuse to understand these basic ethics of solidarity and instead bask in the glory of individuated reward of model minority?
For all my familiarity and ease with American racial politics, I constantly have to remind myself that this is not my mother’s house. What I mean by that is that I am a newly arrived “cousin-sister” to the house built by my African American sisters and currently occupied by white Americans. For all the similarities black South Africans and African Americans share, there are important differences between a white-dominated white majority country and a white-dominated black majority country, and so, perhaps for some time, I should keep quiet and observe how and why things are done as they are in the house before I begin to pounce with my declarations on how best to do things.
Long before I moved to America, my years as a Zimbabwean born African living in South Africa since I was three years old taught me something of the political ethics involved in making a home of my sisters’ house. (To be clear, I claim both South Africa and Zimbabwe as my homes). Among them is to understand that the cardinal rule for white nations is that everybody always loves somebody else’s n*gger. It is why the French will welcome African Americans in France, while shunning Francophone Africans and Arabs. It is why white Americans will welcome (documented) Africans while shunning African Americans. It is why white Australians will welcome Africans while shunning Aboriginal Australians. In response to this, the foundational rule is that wherever you find yourself in the world, in whosever house you find yourself, it is your duty to align yourself with the struggle of the oppressed in that country and actively resist being used to undermine that struggle. Abiding by this duty is made possible by having the humility to understand that if it weren’t for the very struggle you might feel inclined to dismiss (because you have yet to understand it), you would not be able to make a successful life in your adoptive country in the first place. Likewise, it is your duty to actively seek an understanding of the historical context of your sisters’ historical and current struggle, so that you aren’t liable to the popular ahistorical and decontextualized myths about their conditions you will encounter outside of your mother’s house.
During my brief stint in corporate South Africa, I once had a lunch with my (non-black) boss who praised me as a model black as he bemoaned the (black) South Africans workplace performance by throwing around statements that are not uncommonly used by the Zimbabwean community in South Africa: “[Black] South Africans are uneducated, they don’t like school.” Too often I’ve heard fellow Zimbabweans, who take pride in our supposed status as Africa’s most educated population, glibly agree with white South Africans that black South Africans “don’t like school” and are “uneducated.” When we do this, we dismiss history and we dismiss context. Despite my growing political consciousness, I hadn’t developed a politics of solidarity that could grapple with the anti-black roots of the South African xenophobia (as I’ve since done here and here) that myself and many foreign-born nationals experienced and so I didn’t use my knowledge of the country’s history to rebut my boss’s claims about black South Africans as I should have. I should’ve told him that while black Zimbabweans also suffered a colonial education system, it did not reach the degradations of the apartheid government’s Bantu Education system which not only tribalized education and destroyed the mission education system that had produced the earliest generation of nationalist leaders such as Mandela and Mangaliso Robert Sobukwe, but was explicitly designed to teach black students to be, in the words of the grand architect of apartheid Hendrik Verwoerd, “hewers of wood and drawers of water”. I should have told him about black South Africans who demonstrated that they “don’t like school” by, for example, getting banned from teaching Es’kia Mphahlele as did a result of his activism and losing their lives, as hundreds of Black Consciousness Movement inspired high school students did during the 1976 Soweto Uprisings against the introduction of Afrikaans as the medium of instruction. If I had a sufficiently developed politics of black solidarity at that time I would have told my boss not to use my example as a second–generation university graduate, (curtsey of post-independence state sponsored loans and bursaries that made it possible for mission educated black Zimbabweans like my parents to have a tertiary education) to perpetuate falsehoods about black South Africans’ educational achievement.
Had I been more knowledgeable, I might have taken something from the example of the late Nigerian-American anthropologist John Ogbu who actively sought to disprove racist myths about the academic achievement gap between racial minorities in the United States, where Nigerians are the most educated population group in the country, often held up as a “model minority”. Ogbu’s seminal research demonstrated that cultural differences alone cannot account for differences in achievement, arguing that in the American context, one of the key reasons “voluntary minorities” such as Nigerian-Americans tend to outperform “involuntary” or “caste-like” minorities such as African Americans is because they lack the “historical baggage” that leads them to develop to an oppositional position to the dominant white American culture. This lack of “historical baggage” puzzlingly leads to an ahistorical attitude among highly educated African immigrants who bemoan the “laziness” of their African-American counterparts and seem unable to acknowledge the important history of black struggles for the very education they enjoy. The ahistorical attitude sees them unable to acknowledge the contribution of historically black colleges and universities to African American advancement, the tireless campaigns that pushed through Brown vs Education Board, or the brave black children who faced jeers, spit and death threats from children and adults alike to desegregate the very institutions they now excel in.
Ogbu’s example is a useful counterpoint to the kind of anti-black falsehoods contained in the late African Sun Times publisher Chika Onyeani’s 2000 best-seller Capitalist Nigger: The Road to Success, a Spider-Web Doctrine. Onyeani’s book did the rounds in the South Africa of my teenagehood, a time when much of white South Africa began to kick up a fuss about the emerging black middle class and then President Thabo Mbeki’s Black Economic Empowerment (BEE) policies – not because they were truly invested in a leftist or black radical critique of BEE’s neoliberal “trickle down economics” that have not addressed the fundamental questions of post-apartheid economic justice and redistribution, but because it was money in undeserving black hands. In this contested climate, Capitalist Nigger spurred much debate for its central argument that black people are an unproductive consumer race who must mimic Asians and adopt what he calls a “spider-web doctrine. Long before the debates about colonialism set off by Things Fall Apart (shockingly, our first set work by a black African writer) in our final year of high school, the national debate set off by Onyeani’s book found its way into a discussion between my white schoolmates and I. Without the tools to meaningfully engage the subject many of us teens eagerly parroted the book’s many pseudo self-reliance arguments such as this: “Blacks are economic slaves. We are owned lock stock and barrel by people of European-origin … I am tired of hearing Blacks always blaming others for their lack of progress in this world; I am tired of the whining and victim-mentality. I am tired of listening to the same complaint, day in day out – racism this, racism that. It’s getting us nowhere.”
Aside from the many inaccuracies Onyeani relied on to make his arguments, he leaned heavily on tired racial myths and stereotypes. As the infamous keynote speaker at a Black Management Forum (BMF) conference held in Johannesburg in October 2005, Onyeani drew on stereotypes of “lazy blacks” and “successful and entrepreneurial Indians” to infamously “critique” the state of black economic transformation eleven years after the end of apartheid saying: “The black middle class in South Africa must study what has happened in the 52 African states and also in India. You are not only middle class but also black intellectual class. The African renaissance demands that we purge ourselves of this parasite. You don’t have to be parasitic on the rest of society because you feel you are entitled. I don’t want us to mortgage the future of our children for a quick-fix economic solution.”
Ironically, the conference session was chaired by Xolela Mangcu, a South African scholar and biographer of Steve Biko and his politics of black self-determination. Mangcu, a long-time critic of Onyeani’s economic gospel, reminded Onyeani that India’s success in the world economy, particularly in the United States, was the result of generations of the wealthy class preserving and passing their wealth on. Importantly, in the US where people of Indian descent have the highest per capita income, this had nothing to do with India achieving independence in 1947. Within India itself, he went on to point out, there is a huge wealth divide that leaves the majority dirt poor. After Mangcu cited several academic sources to support his claims, Onyeani retorted: “Our intellectual class likes putting forward ideas which other people have written.”
We could all too easily dismiss Onyeani’s “original ideas” if there weren’t the likes of US-based Nigerian Booker Prize shortlistee Chigozie Obioma to take on the mantle of bootstrap race “analysis” in a more sophisticated manner. A few months before the 2016 Aké Festival Black Lives Matter panel, Obioma saw it fit to make his intervention into the debate as the wave of protests over the murders of Alton Sterling and Philando Castile in July 2016 engulfed the United States. The thesis of Obioma’s Foreign Policy op-ed titled “There Are No Successful Black Nations” is that “the core reason why black people have remained synonymous with the denigrating experience of racism. It is, I dare say, because of the worldwide indignity of the black race.” This argument is tolerable enough until Obioma pulls an Onyeani by insisting that “Black elites and activists across the world have adopted a culture of verbal tyranny in which they shut down any effort to reason or criticize us or black-majority nations by labelling such attempts as ‘racism’ or ‘hate speech’.” To bolster his argument, Obioma makes a familiar appeal to “[g]reat men like Marcus Garvey, W. E. B. Du Bois, and Malcolm X” who understood that “the future of their race could not be advanced by endless protests or marches of “equality” or “justice.”
After dismissing the necessity of protest in struggle, Obioma goes on to hold up his country of birth Nigeria as an example of an African state on the brink of collapse because of a “culture of incompetence, endemic corruption, dignified ineptitude, and, chief among all, destructive selfishness and greed.” While these are undeniable contributing factors, Obioma’s argument remains shallow as he fails to nuance it by speaking, for example, to the continent’s historic underdevelopment (see, for example, Walter Rodney), nor the history of Western nations undermining democracy by intervening and propping up the very dictators he bemoans (see, for example, the CIA’s declassified documents). The net effect is an argument with an unfortunate lack of analysis of power, political economy and history echoing Onyeani’s, that black people should shut up about their oppressions and simply pull themselves up by the bootstraps.
This Soyinka-esque impulse to wade in and pounce on debates on the racial struggles of their sisters is as baffling as it is laughable. If it is that the impulse comes from the sense of superiority derived from having “never experienced racism”, you would think that our Ethiopian sisters, the only ones amongst us all to have never been colonized, would be pouncing all over race debates too? Surely they would be the loudest and most biting in their dismissal of the protests of their colonized sistren? Much in the same way that I do not expect white people to have well developed racial politics, I do not expect Nigerians I come across to have well developed racial politics. It is, quite frankly, guilty until proven innocent.
I borrow this essay’s title from British-Nigerian journalist Renni Eddo-Lodge’s best-selling Why I’m No Longer Talking to White People About Race because I do believe that my Nigerian sisters have the ability to engage racial politics meaningfully. It’s just that a significant number choose not to. And when they choose not to engage meaningfully they usually choose to do it loudly. In response, I choose to engage “Africa’s Giants” at their level by borrowing from the famously combative style of the (Black Arts Movement) inspired Bolekaja intellectual tradition championed by the notorious troika of Chinweizcu Ibekwe, Ihechukwu Madubuike and Onwuchekwa Jemie. Since you will not be quiet my Nigerian brothers and sisters, Giants of Africa, bolekaja! Come down from your glass house and let’s fight! Come down and let’s fight about this thing we call race.
Redeeming Nigerian Tigritude
Just before I traveled to the 2016 Aké Festival, my first experience of Nigerian “Tigritude” took place within the Johannesburg consulate in which the low-grade international diplomacy war between South Africa and Nigeria plays out. It was there that I first encountered the decidedly abrasive and confrontational manner that is an adjustment for many of us in Southern Africa who tend to be more indirect and polite (although we can never match the “Pole, Pole” of Zanzibaris).
As I sat waiting for my turn for my visa to be processed, a white man turned up. He demanded to speak to the manager. With the arrogance typical of white South Africans in their dealings with black South African civil servants, the white man rolled out his best “Where is your manager routine?”. The Nigerian civil servant he was shouting at to look up from his desk and reply calmly, “I am the man”. The white man continued to shout. The Nigerian manager rose to his full height. He reprimanded the white man like he was his schoolboy. As a headmaster does, he finished his dress down of the white man by instructing him to sit down. He would serve him when he was ready. The white man did as he was told and thanked the manager for his time.
Having suffered many South African queues in my lifetime, I can almost certainly guarantee that if a black South African manager had decided to defend their dignity, they would do so by first declaring that they are a proud black person and on that basis would not allow themselves to be treated by a white man in this way. The ordeal might have lasted longer, drawn in more people and unlikely have ended with the white man expressing his gratitude for the black man’s graciousness. While it is true that the manager’s booming voice and imposing physical stature already gave him an unfair advantage, I can say almost certainly that it was his Nigerian “Tigritude” that allowed him to summarily dismiss the white man’s temper tantrum, not necessarily because he was a racist oyinbo (which he almost certainly was), but simply because he was a client with bad home training behaving badly in his house. Negritude? Tigritude!
I will never repeat these words anywhere else, but let it be said here: sometimes it is only Nigerian arrogance that can successfully stare down white racial arrogance. With a little more sobriety, I use this example to argue that there is indeed much to be gained for black people all over the world in having the most populous black nation be one in which black people walk tall and do not cower in the face of white supremacy. The trouble is when that confidence veers into the kind of loud and dismissive arrogance that it so often does.
Aside from the late Ogbu, there are many other Nigerian academics, writers, artists, and intellectuals such as Bibi Bakare Yusuf, Olu Oguibe, Ashley Akunna, Hakim Adi, Biodun Jeyifo and Moses Ochonu who have engaged with the subject of race with that rare combination of rigor and empathy, using their Nigerian experience as an opportunity to build and not to undermine broader black struggles. They act within Nigeria’s long tradition of supporting black struggle. Since Nigeria’s independence in 1960, individuals (including Soyinka himself), movements, organizations and the state played an important role in Southern Africa’s liberation struggles against white settler rule. Along with the Frontline States, Nigeria was actively involved in the negotiations, embargoes, boycotts, and economic sanctions that eventually brought an end to official apartheid. Shortly after the recent passing of Okwui Enwezor, a son of Anambra whose groundbreaking work in the art world demonstrated a fierce commitment to a radical ethics and politics of black and pan-Africanist solidarity, African American artist Hank Willis-Thomas hailed him as a “true titan”, saying, “I once asked how he was able to walk into so many spaces being the only one and accomplish so much radical change with such poise. He replied simply, ‘It’s because Nigerians are Fearless.’”
If Nigerians want to be the true Giants of Africa and, indeed, the world, they must walk it with the empathy and humility befitting of a true politics of black and pan-Africanist solidarity. If instead, you walk as giants blind to the pain and the struggles of your sisters, your presence only serves to destroy the work done by others instead of elevating us all to new heights.
Editors note: This essay was originally published in Africa as a country with the title, Why I’m no longer talking to Nigerians about race.
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Decoloniality and the Kenyan Academy: A Pipe Dream?
Decoloniality in Kenya may be permitted in Kenyan universities if the Kenya government receives a grant to promote it, or if the British Council or other foreign donor will sponsor a conference on it.
Over a decade ago, I was a fresh graduate, still aflame with post-colonial critiques of empire and eager to implement this consciousness in my new station back home in Kenya. In one of my first assignments as a naïve and enthusiastic administrator, I attended a workshop on implementing the Bologna Process in higher education.
For me, the workshop was odd. We were implementing an openly European framework in Kenya, a country which gained fame for challenging cultural colonialism, thanks to people like Ngugi wa Thiong’o’s and his classic Decolonising the mind. It was surprising to me that this workshop would happen in a country where it has now become standard practice in Kenyan literature to present the great art of our ancestors as a evidence disproving the claims of colonialism. Our students cannot read an African work of art without lamenting the colonial experience. Surely, implementing a European education agenda in 21st century Kenya should raise some hullabaloo. But this Europeanization of our education seemed to raise no eyebrows.
Eventually, I could no longer ignore this elephant in the room. So I asked: why are we implementing a process without discussing where it came from and what problem it was addressing in its context?
I have now learned that such questions are not to be asked in Kenyan universities, which is the point I will emphasize later. For the moment, I will repeat the answer I was given: if the Bologna Process improved higher education in Europe, it will do the same for us in Kenya.
At that time, I was too academically shy to interrogate that answer. It did not occur to me to research whether it is true that the Bologna process delivered the spectacular results in Europe that we were being promised, or even to find out the reactions of European faculty and students to the process. In retrospect, I now understand why I could not interrogate that answer.
To be a young academic in Kenya gives you a fairly strong inferiority complex. Rather than acquire humility of knowing that there is so much to learn, you acquire a shame of knowing. Worse, you fear asking questions because the answer you get sometimes suggests that you are arrogant, which is usually expressed as an accusation that you think only you have a PhD. So I accepted the answer I got.
Imagine my surprise to later discover that there was a political economy around the Bologna Process. The short version of it is that the Bologna Process was an effort by the European Union to fight back against the US and UK efforts to monopolize the higher education “market” with Ivy League and Oxbridge universities. Bologna Process was continental Europe’s way of commercializing itself at home, and in Africa, setting European universities as the standards against which African universities benchmarked themselves.
Within continental Europe, students demonstrated against this standardization at protests called “Bologna burns.” Faculty pointed at the neoliberal and corporate agenda of the Bologna Process. In African continental platforms like CODESRIA, African scholars raised questions about the political motives of the Bologna Process and pointed out that African universities would complacently implement the process largely because Structural Adjustment Programs (SAPs) had rendered universities vulnerable to external interference.
But in Kenya, land of Decolonizing the Mind? We academics quietly implemented it without raising questions.
Anti-colonial resistance in the Kenyan academy is more about reputation than about reality. The Kenyan academy is conservative as a whole, despite its rhetoric of opposing colonialism and affirming African culture. It appears that the global resonance of the Mau Mau and the persecution of faculty and students by successive Kenya governments have made the world see more anti-colonial resistance in the Kenyan academy than exists in reality. As a result, the Kenyan academy remains stuck in a gap between the rhetoric of decolonizing on one hand, and on the other, the reality of coloniality and of the university as an agent of coloniality.
Even I, a Kenyan, was still mesmerized by our anti-colonial reputation when I naively asked why we were implementing the Bologna Process. It is only after ten years of never getting direct answers to my questions about the Kenyan obsession with global “standards,” “competitiveness” and benchmarking,” that I slowly accepted that there is a fundamental dissonance in the Kenyan scholarly consciousness.
This reality, in a nutshell, is why the current discussions of decoloniality may not take root in the Kenyan academy.
That is not to say that the concept of decoloniality is irrelevant. My Bologna Process experience is proof that coloniality of power is very much entrenched in Kenya. Policy travel in education has made Kenyan education bureaucrats, many of whom are academics and professors, adopt and implement Euro-centric policies in Kenya’s schooling system. Meanwhile, the policy makers frown upon and run away from questions about the policies themselves.
This brutal reality has hit home for me with my public engagement on the competency based curriculum. The Ministry of Education policy makers have refused to answer questions on the imperial and commercial interests behind the competency curriculum. Worse, some of the supporting documentation they have filed in court cases, to which I have had access, openly demonstrate the racial bias of the foreign promoters of competency, especially in the United States.
As if that is not absurd enough, Kenyan scholars of education seem unperturbed by this overt imperial control of Kenyan schooling. A search on Google Scholar for Kenyan studies on CBC shows that few, if any, carry out an actual philosophical or political critique of the school system and of the international actors behind it. More absurd, the concern of some of the scholars is with the indigenous content in what is basically a recolonizing curriculum.
The insights from decoloniality studies cannot be more urgent in Kenya. Decoloniality would help us distinguish between maintaining an anti-colonial rhetoric and reinforcing colonial logics of power. It would enable us to understand that even African cultures can be weaponized for colonial agendas. It would help us detect and explain the inertia and decline of Kenyan universities.
But here’s why it will be difficult for decoloniality discourse to take root in Kenya.
As an approach, discussion of decoloniality requires certain institutional conditions. One is our ability to be political. To be political, as Lewis Gordon says in several of his works, is to go beyond oneself. One must be willing to ask about implications for people beyond the self, for time beyond the present, for space beyond the here. Second, one must have a fairly robust knowledge of national and international history. Third, one must be willing to accept their own implication in the colonial project.
All these conditions do not exist in Kenya. Kenya is a very conservative country, in the political sense of the word. By its very essence, conservativism denies the political. Conservativism explicitly discourages discussions of power and sociality in institutional and daily conversation. The question I asked about why we were implementing a foreign education policy was a political one because it was a question beyond myself. It was a question about the institution, society and international community.
The only questions we Kenyans are allowed to ask are about the personal. We Kenyans are not allowed to think socially and globally. Hence one will often hear Kenyans silencing one another with responses such as “speak for yourself,” or “that does not apply to everybody.” Similarly, the answer I got was that the Bologna Process would work for me as an administrator faithfully implementing it, and maybe for the institution, but it remained silent on the larger society.
On the question of history, it goes without saying that Kenya does not teach its history, either in the syllabus or in popular arts. The competency curriculum, for example, has reduced history to citizenship, which means that there is an intention to limit Kenyan children’s knowledge of history to legitimizing the state. For the few Kenyans who escape the war against humanities by the Kenya government and private sector, and who specialize in the arts and humanities in the university, we are preoccupied with protecting our jobs as we are accused of teaching subjects which have “no market.” With such a weak public grasp of history, a decoloniality conversation in Kenyan academic circles becomes difficult.
The third issue, of personal implication of academics in the colonial project, is probably the most difficult to tackle. Because of the de-socializing and de-politicizing rhetoric of what Keguro Macharia calls Kenya’s political vernacular, Kenyans find it psychologically difficult to deal with contradictions, and deflect them with the conservative moral rhetoric of blame. If one points out the colonial threads in a particular policy, a Kenyan academic will typically respond with statements such as “let’s not blame one another,” “we need to be positive so that it works,” or “let’s not politicize issues,” or “let’s not take this personally.” It is inevitable that the social and political conversation which decoloniality demands will be difficult for us when we operate in an atmosphere where cannot have conversations beyond the self and morality.
Decoloniality in Kenya may be permitted in Kenyan universities if the Kenya government receives a grant to promote it, or if the British Council or other foreign donor will sponsor a conference on it. And it will likely hover around the old, conservative slogan of “let’s go back to our cultures” which, as Terry Ranger wrote, was a slogan from the colonial government itself.
For the decoloniality discourse to take root in Kenya, we need to deepen our knowledge and teaching of history. We cannot have a conversation about history when we do not know it. We need to overtly confront the conservative Kenyan political vernacular. We must refuse the small space of blame that makes us constantly apologize for possibly treading on people’s feelings and sounding like we are assigning personal guilt. We must refuse to be policed by demands for verified facts and data as a condition for having a social conversation.
But that work is easier said than done. Kenyan academics who take this journey should know that challenging these discursive barriers will, most likely, come at an emotional and professional cost. We should not be surprised by accusations of being negative and confrontational, or by being isolated and lonely within our institutions. I know several Kenyan academics who are suffering painful psychic injuries after being isolated for daring to do this work. But we can survive and thrive if we deliberately search for solidarity among individual academics across the country and the world who are having that conversation.
This article was first published in Wandia Njoya’s blog.
Re-imagining the African University
In relation to their knowledge production, African universities should acknowledge the importance of producing research in support of development, while retaining their liberal education focus, he advises.
If they are not to be condemned to irrelevance, universities in Africa must strengthen their research and teaching and adopt a proactive stance in responding to the institutional and developmental demands of the Fourth Industrial Revolution (4IR).
This is according to Paul Zeleza, the former the vice-chancellor of the United States International University-Africa, and at present the North Star distinguished professor and associate provost at Case Western Reserve University, a private institution in Cleveland, Ohio, in the United States.
“Universities have a crucial role to play in pushing governments and the private sector to ensure that Africa has agency in the 4IR [Fourth Industrial Revolution] and, accordingly, derives significant benefits,” says Zeleza, giving warning that the continent may otherwise be “left behind or unduly exploited, as was the experience during the previous three industrial revolutions”.
“Instead of being what Kenyan pan-Africanist thinker Ali Mazrui used to describe as ‘pawns’ in the global system, Africans must become 4IR players,” he urges, citing the need for the continent to acquire sufficient high-performance computing capacity to undertake the complex data analytics and processing of big data sets that are required as part of the 4IR.
In the absence of such high-performance computing, Zeleza says, the continent will be indebted to external data processing and storage firms and “will not even receive the trinkets it was once paid [under colonialism] for its raw materials”.
In a parallel move, African universities should also make every effort to improve their research and pedagogic functions, seeking to support domestic development while also boosting their standing and the quality of their contributions at international level, he advises.
“The issue of relevance is a complex one,” Zeleza says. “It comes from the university’s anchoring in its society but that should not exclude being global … because, whether we like it or not, higher education is global.”
Indeed, he urges, “it is important that African universities do not surrender the global to others”.
Indigenisation vs internationalisation
“We also have to be global,” he says. “An appropriate balance has to be struck between indigenisation and internationalisation.”
However, Zeleza notes, higher education institutions on the continent are, at present, generally failing to make their mark globally, which is creating institutional harm in terms of their access to resources, students and staff.
For example, he says, Africa has yet to acknowledge the importance of research, including on critical issues such as climate change and health, in its funding priorities.
“A report produced by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in June 2021 indicated that the continent’s expenditure on research and development, which includes the universities, was very low at about 0.5% of GDP, compared with a global average of about 1.9%.
“Meanwhile, its share of total global research and development expenditure was about 1%, with most of this taking place in South Africa and North Africa, indicating the dire conditions for research elsewhere on the continent.”
Pedagogy at global standard
Zeleza also notes that, while African universities should be providing pedagogy at a global standard, “this is not [their] current reputation in general, as is illustrated by the relatively low number of international students at higher education institutions on the continent”.
“In addition, and notwithstanding the justified criticism of the international university rankings, African universities fare poorly on these tables,” Zeleza says. “In the Times Higher Education rankings for 2021, only 60 of the 1,500 ranked institutions were from Africa.
“Whatever the misgivings about the rankings, they are used as a marketing tool and, in this way, influence the flows of students, faculty staff and resources.”
In this regard, Zeleza cites a preference among the Kenyan elite for sending their children to universities abroad as an example of the depths to which the reputations of many African universities have sunk.
It is a dynamic that he is keen to see reversed, particularly given what he describes as the inappropriate and often damaging nature of the education offered to African students at universities in North America, the United Kingdom and Australia.
“I used to see a lot of young students from Africa undertaking undergraduate studies in the United States and it was clear these kids were lost at a personal level and intellectually,” he says.
“They were not being developed in ways that were good for them. They were forced to deal with being treated as second- or third-class because of race issues; and they were not being equipped with any knowledge about their own countries, their own societies.”
However, African universities can reverse what Zeleza describes as their decline and reclaim their relevance by adopting greater agency and a more strategic approach in relation to their key functions, including their pedagogy and research, and their public-service and technological innovation roles.
The importance of research
In relation to their knowledge production, African universities should acknowledge the importance of producing research in support of development, while retaining their liberal education focus, he advises.
“Whatever particular questions the research is trying to answer, it should broadly seek to address fundamental social and community issues, as these are articulated in national, regional and global plans.
“The generation of knowledge for social impact is something that I think our universities should always have in front of them.”
In this respect, Zeleza is encouraged by the production of a new table for assessing the performance of higher education institutions according to their social impact – that is, in relation to the UN’s 17 Sustainable Development Goals (SDGs) – which is now being produced as part of the Times Higher Education World University Rankings.
“This produces quite different results from those produced by the traditional ranking methodology,” he says. “So, for example, these new rankings have recently listed Australasian universities at the top rather than your Oxfords or Harvards.”
In fulfilling their public service and engagement function, Zeleza stresses the importance of African universities trying to be intentional in building critical strategic and transformational relationships with multiple stakeholders, including the government; the private sector; intergovernmental institutions; community bodies; and philanthropic organisations.
“Universities have to engage their governments, partly in their role as major funders but also in order to provide the kind of research that can be translated into policy,” he says.
While advocating the establishment of mutually beneficial triple-helix arrangements among public- and private-sector partners and universities, he also urges higher education institutions to insist on a greater role in shaping international and continental initiatives.
For example, citing an ambitious African Development Bank programme to provide up to 50 million young Africans with digital skills that can make them employable, he notes the disproportionate influence of external consultants, who can typically hail from the Global North.
The problem, he says, is that African universities are then asked to bid to participate in the implementation of these schemes “but without having been involved in crafting the vision or the agenda for the initiative in the first place”.
Funding of universities
This also brings into sharp focus the ever-pressing matter of university funding. Zeleza advises university leaders to place a greater focus on seeking funding from African philanthropic organisations and high net-worth individuals.
“The data indicates that higher education is not a priority for giving among this group,” he says. This is quite contrary to experience in other parts of the world and among leading universities, such as Harvard and Princeton.
“So, the challenge for African universities as part of their mission of engaging society is to approach and cultivate these individuals in a strategic way.”
Zeleza also embraces the benefits that technology may bring to higher education, although, he says, “universities should avoid adopting a technologist kind of viewpoint in which technology is viewed as a thing and an end in itself”.
“The issue has to be the extent to which universities are enhancing their value proposition in terms of deploying and developing new technologies in support of digital learning, research and scholarship, and public service and engagement.”
In this regard, he advises that “universities must ensure that students are equipped with the appropriate digital skills, [which are] essential to employability”.
“There is also a need to equip students with information literacy so that they can navigate the huge and ever-increasing amount of information that is available, mostly online.”
The new technologies can further be deployed to facilitate competency-based educational practices, personalising learning, and allowing individual students to move at their own pace, Zeleza says.
Meanwhile, the more democratic access to knowledge facilitated by online technology is leading to new pedagogic approaches, he argues, and a change in the role of teaching professionals. “Teachers, lecturers and professors are no longer the fount of all knowledge.
“Increasingly, the teacher’s role is to equip the students with the ability to engage in critical enquiry and critical discourse. Thus, the lecturing method is giving way to a more interactive co-learning process – a kind of coaching relationship.”
Alongside this, Zeleza says, a new curriculum must be developed that can take account of technological development, including through the continuing establishment of new science degree courses but also through promoting a complementary role for some of the arts and humanities.
“The 4IR is not simply about technology in isolation, but also about how it is integrated with, contributes to, and is transformed by creativity,” he says.
“In this regard, I prefer the acronym STEAM, which includes an “A” for arts, to the acronym STEM, which refers only to science, technology, engineering and mathematics.”
Creating a new African ‘library’
On the question of the role of indigenous knowledge in the African university, Zeleza envisages an increasingly sophisticated approach to indigenous and other systems of knowledge or ‘libraries’ as Congolese French philosopher and historian Valentin-Yves Mudimbe termed them.
“The tendency is to freeze the notion of indigenous knowledge to an imaginary point in our collective history … and, typically, this reference point is that of pre-contact knowledge, meaning before contact with Europe and colonialism,” he says.
However, he explains, this gives rise to a “banal” definition of African knowledge as an oral formation that stands in opposition to written European or colonial knowledge.
There are at least three streams in Africa’s ancient knowledges, which include the Christian library, the Islamic library, and the oral one, “for lack of a better term”. Zeleza argues that African academics and intellectuals need to claim these libraries which have co-existed for more than a millennium on the continent.
The real problem, however, is “the overwhelming nature of the colonial library in terms of its impacts on our political and intellectual economies”, he says.
“We have become so consumed – and rightly so, to some extent – by the colonial library that we have forgotten these other libraries.”
In response, a key mission for the African academy is to create “a new library out of the constellation of the continent’s diverse libraries,” he says, “so that we can provincialise, deconstruct and decolonise formerly centric knowledges and in their place create empowering knowledges that do not limit us to a formulation of our identities that, itself, is part of the Eurocentric episteme”.
This article is based on an interview conducted by Professor Crain Soudien for the ‘The Imprint of Education’ project, which is being implemented by the Human Sciences Research Council (HSRC), South Africa, in partnership with the Mastercard Foundation. This project, which includes a series of critical engagements with experienced scholars and thought leaders on their reimaginings of higher education in Africa, investigates current and future challenges facing the sector, including best practices and innovations. The transcript has been edited for length and focus by Mark Paterson and Thierry M Luescher and the full interview will be available on the HSRC’s website.
Heckling: Political Fine Art or Mere Intolerance?
Tradition gives the politician the power to talk down to the public. But where is the citizens’ voice and platform to register their disapproval and displeasure? Is heckling inherently wrong?
Hakuna! Ongee! Tawe! Gũtirĩ!
The human being is a heckler. It doesn’t matter whether he’s a polished and refined bureaucrat or a rusty hawker in some dark and desolate alley along River Road. The accountant, when home from work and in front of his 40-inch TV, will still heckle and chuckle when he hears a disagreeable comment from a politician. The prize goes to the hawker though, who will attend a meeting and courageously make his feelings known.
The question as to whether heckling is right or wrong falls within the realms of nature. And nature, you’d agree, is complex. Questions of nature have no simple or simplistic answers. Nature scorns soundbites and clichés. And nature is not just about majestic forests, clothed in death-like stillness—or the power and poise of lions as their roar echoes and re-echoes across the rugged expanse of the Mara.
Finally, nature is not just about atoms and electrons.
When correctly comprehended, nature encompasses the metaphysical. It deals with ideas and ideals as well as values and virtues. In antiquity and during the classical periods, natural philosophy was a big scholarly tent under which men studied astronomy and beauty, physics and ethics—all side by side.
This is to show that to study heckling—is to study ethics—and to study nature.
In less than six months, Kenyans are going to the polls for an election that will usher in a transition. Politicians have many tools and avenues to pass their message across to the populace: a few refined town hall-like meetings, a dash of carefully worded social media messaging through platforms like Twitter and Facebook, and live TV interviews, where politicians and their apparatchiks smash phones and bang tables to emphasize their arguments.
Yet the truth is that a political rally remains the theatre of action and the real marketplace of political discourse. In a typical political rally, tradition gives the politician the power and prestige to talk down to the public. They clap and chant and then go home. The (un)settled opinion is that if a citizen does not agree with a politician or with his message, he should just stay away. Heckling, they are told, is immoral, uncouth, even criminal.
However, where is the citizens’ voice and platform to register their disapproval and displeasure? Is heckling inherently and invariably wrong? Are there situations when heckling should be tolerated, even encouraged? What is the place of heckling in a free and democratic society? How does the law on heckling intersect and overlap with issues to do with free speech?
To understand anything, it’s important to travel back in time to its roots and origins. Before the 18th century, the word “heckling” as we now understand it meant an entirely different thing. A heckler was then a person using a tool called a heckle to comb and refine flax, or in some cases, hemp. Heckling involved drawing out the unwanted fibres from the flax so that it would be clean enough to be spun. A heckler therefore was an industrious worker, who, I should imagine, was dignified and respected.
It was not a coincidence that the Scottish town of Dundee, which was home to many heckler-workers, would emerge as the place where heckling was refined and transformed to become the proto-type of the heckling that we now relate to. Heckler-workers would choose one from amongst themselves to read the day’s news to the whole group. In response to politicians’ reported speeches that they deemed absurd or ridiculous, the rest of the heckler-workers would taunt and tease, scorn and sneer.
A heckler was then a person using a tool called a heckle to comb and refine flax, or in some cases, hemp.
In Scotland, even when the meaning changed with the times, it did not at first involve derisive catcalls, loud jeers, or disruptive boos. Instead, heckling referred to the intense questioning of politicians by the public. The Scottish story tells us that heckling is a legitimate tool that has the potential to improve the democratic tone and texture of a republic. In many other countries, heckling has been a successful device both as a political thermostat (to influence public opinion or government policy) and political thermometer (to reflect public opinion or government policy). Public speeches about the Vietnam war, nuclear weapons, clean fuel, apartheid, and civil rights have, for the same intent, involved some heckling-punctuated protests. This history is important. It shows us that heckling was a socio-political device invented by struggling industrial workers—the class we would call hustlers in Kenya’s current political jargon. Even more curious and exciting is the fact that, as a political device and innovation, it evolved in Scotland, the birthplace of John Stuart Mill, the foremost patriarch and prophet of civil liberty including free speech.
Many political leaders have since been heckled, even those upon whose graves history has put gorgeous wreaths of beautiful flowers. Nelson Mandela was heckled by Muslim adherents in 2001, when he paid a visit to the Grey Street Mosque in Durban, Kwazulu-Natal, because of his stand on the war on terror and the American military campaign in Afghanistan.
In Kenya, the most enduring story of heckling was President Jomo Kenyatta’s visit to Kisumu in 1969 where he was met with shouts of “Ndume, Ndume”—the approving chants directed to elevate his then foremost political nemesis Jaramogi. When Kenyatta rose to speak, his unprintable expletives provoked the crowd. Chaos ensued. Police started firing randomly. Official government records put the death toll at 11.
Without being insensitive to the victims of this incident, this figure, in the weighing scale of fatalities—does not answer to the subsequent description of a massacre. Prof. Macharia Munene, in his book Historical Reflections on Kenya, alleges that the term Kisumu massacre evolved due to the push by historians such as William Ochieng and Bethwell Ogot. But that’s a story for another day.
Many political leaders have since been heckled, even those upon whose graves history has put gorgeous wreaths of beautiful flowers.
As we can see, the cost of heckling was paid in blood and tears. Most recently, thanks to the expanding democratic space, heckling is increasingly tolerated. While on the campaign trail recently, Raila was heckled some places in Meru. William Ruto has also been heckled in parts of the former Western Province.
There are convincing arguments against heckling. One very seductive argument is that heckling limits free speech.
The gold standard for free speech—in Western thought and civilization—is Mill’s Liberty. In this Tour de Force, the student of politics will find perhaps the most elegant arguments in favour of free speech ever penned. Listen to this:
If all mankind minus one, were of one opinion, and only one person were of the contrary opinion, mankind would be no more justified in silencing that one person, than he, if he had the power, would be justified in silencing mankind.
In issues to do with free speech, Mill argues, numbers mean nothing. The opinion and voice of a solitary man is equal to the voice and opinion of an impressive assembly.
When you silence a person, the cost to knowledge and social progress can be huge. And the person who “loses” is not just the person silenced. The loss is for the whole society, as Mill eloquently posits:
The peculiar evil of silencing the expression of an opinion is, that it is robbing the human race; posterity as well as the existing generation; those who dissent from the opinion, still more than those who hold it. If the opinion is right, they are deprived of the opportunity of exchanging error for truth: if wrong, they lose, what is almost as great a benefit, the clearer perception and livelier impression of truth, produced by its collision with error. [Emphasis mine.]
Yet in the chaotic sphere of heckling, there’s a tension and struggle between the free speech of the speaker and the free speech of the heckler. If you give one the benefit of an uninterrupted speech, you shut down and deny the other. It almost looks like a zero-sum game. You might argue that the meeting has been convened by the politician and therefore is technically the politician’s meeting, and that he should hold the exclusive keys of free speech.
This was William Ruto’s argument when he lost his cool in the face of sustained heckling during a Laikipia tour.
Granted, we are wont to view the heckler as the aggressor who wants to take a place belonging to someone else. That, moreover, the people who attend a rally or some other public meeting come purposefully to listen to the speaker and not the heckler.
Well, not quite.
In the Heckler’s Promise, Lee Campbell, argues in his paper that the heckler wants neither to be the official speaker nor silent mute. And that without the heckler, public speaking is not democratic as should answer to the meaning of participative democracy. Campbell also argues that if we muzzle the heckler, there’s no genuine encounter between the politician and the citizen.
Moreover, I tend to view heckling as social release—some form of catharsis—that is absolutely necessary in a living and breathing democracy. For how do you muzzle a citizen and subdue him with fake batons of decency and decorum—when he comes to listen to a member of parliament who has squandered the constituency’s allocations on girlfriends—by telling him to listen passively or to request for an impossible chance to speak? Or how can anyone really fault the crowd for heckling President Moi at the burial of Robert Ouko?
Yet in the chaotic sphere of heckling, there’s a tension and struggle between the free speech of the speaker and the free speech of the heckler.
You can say that he can register his disapproval through the ballot. And therein lies the problem. The politician has a vote, a voice, and a platform. Yet the voter only has the vote. And we’re not talking about legislation—which the citizen delegates to his legislator—according to the canons of representative democracy. Here, we’re talking about public discourse and/or expression.
You can also argue that the citizen can convene his own meeting. However, who knows him? If he calls a meeting, who will attend?
If we fully grasp the power dynamics between Prince and Pauper, to borrow the title of Mark Twain’s popular novel, then perhaps the heckler should be congratulated—not criticized.
Yet, the truth is that the prince and the pauper are not equal and never will be. Adam Smith, the celebrated classical economist and moral philosopher, even argues that social inequality is good for society. Without it, there cannot be any meaningful progress. Egalitarianism is utopia.
So, we should perhaps admit that a citizen will not have the voice and the platform like the politician. Yet even if the platform is the politician’s, it is wholly against nature to be passive like a pebble; even a stone causes ripples when it is thrown into water.
There can be a compromise: We don’t have absolute rights—even when it comes to the right of free speech or expression. So long as the speaker’s right to speak is not drowned out and completely halted, you have not interfered with his right to free speech. If you heckle him spontaneously or at intervals that do not make speech impossible, you may have just achieved the democratic ideal that the majority should decide—and the minority be heard. This is as it applies to the voice, separate to the vote.
So the point is: you should not heckle with the intention of disrupting—but only to register your displeasure. Otherwise, you’re limiting the speaker’s rights and the rights of others—who came to listen to what the speaker had to say. As celebrated jurist Oliver Wendell Holmes would memorably aver, “The right to swing my fist ends where the other man’s nose begins.”
But some might still argue that it’s right to disrupt a meeting. Of course that’s correct—even if it’s illegal! This is because something can be legal but patently unjust and unconscionable. That is the field and sphere of civil disobedience in the tradition of such figures as Henry David Thoreau, Martin Luther King Jr., and Mahatma Gandhi. Here’s what Martin Luther King Jr. said:
An individual who breaks a law that conscience tells him is unjust, and who willingly accepts the penalty of imprisonment in order to arouse the conscience of the community over its injustice, is in reality expressing the highest respect for the law.
In any case, ideas are like commodities. For instance, if you found someone selling heroin to children, and if you had the strength, would you leave him right there, and go to report the matter to the police? You’d first disrupt the sale. It’s the right thing to do.
By that analogy, if someone is selling poisonous and dangerous ideas, you’d be duty bound to disrupt him or her by any means including heckling. The fundamental element of civil disobedience is that disruption must be civil.
Of course, violence and stone-throwing are acts beyond the pale and which the law and society should condemn.
While heckling is to a large extent acceptable, it can be used by political opponents to disadvantage rivals in the political marketplace. That’s the reason organized heckling is suspicious. However, organized hecklings are not created equal. For instance, I don’t believe that voters should not organize to heckle a politician.
“The right to swing my fist ends where the other man’s nose begins.”
Politicians meet all the time to plan what they’ll tell us. This is organization. There’s nothing wrong if the people organize on how they’ll register their displeasure—provided they do this by themselves. The organized heckling that can’t pass muster is the one where a politician uses money to plan and heckle a rival’s meeting. This is corruption of political discourse which makes the political marketplace artificially un-even.
This treatise would not be complete without mentioning one other important function of heckling in a free and democratic society. Heckling tests the emotional intelligence and wit of a politician. It’s a bad sign for a democracy if a politician is easily rattled by hecklers.
The famous British parliamentarian John Wilkes was on the campaign trail when he met a heckler. This is how it went.
Heckler: Vote for you? I’d sooner vote for the devil.
John Wilkes: What if your friend is not vying?
Everyone, I can imagine, burst into uproarious laughter, while approving Wilkes witty response.
This is one area Deputy President William Ruto should probably work on.
Heckling can be fun, especially if it’s spontaneous. It can actually qualify as an artful form of expressing dissent.
So go and heckle—but don’t disrupt.
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