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.
Free the Weed: A Short History of Marijuana
Debates around whether or not to make cannabis legal often fail to recognise that this herb has been used for centuries in many parts of the world.
For generations now in most of the world, cannabis has been a prohibited substance, one often vilified as a noxious bringer of addiction. Yet change is coming fast. Several states have already amended statute books to soften laws relating to cannabis (whether through allowing its medicinal use, decriminalising its possession and use, or full-blown legalisation), and many others are considering amendments. Age-old consensus on the substance has cracked, although many remain deeply opposed to any push to “free the weed”.
In Kenya, debate has grown strong too, driven by, among others, the late Ken Okoth, the MP for Kibra, who pushed for a bill legalising and regulating the substance before his sad passing. This article traces the history of this controversial substance and policy towards it, with a particular focus on Africa, and looks at the likely impact – good and bad – as a botanical outlaw is increasingly rehabilitated.
Cannabis, also known as marijuana, has long been used by humans as medicine, food (its seeds are highly nutritious, as is the oil derived from them), and importantly as fibre. Long before most Europeans were even aware of the psychoactive properties of this plant, cannabis was the major source of fibre used to make the rope and rigging that powered navies in the era of European imperial expansion.
Rather than bringing to mind this marine history, however, for most people around the world, the name cannabis conjures up images of a haze of psychoactive smoke emanating from the mouths of such legendary “stoners” as Bob Marley, Bob Dylan and Fela Kuti. It also conjures up the characteristic leaves of the cannabis plant – odd-numbered combinations of serrated spears that have become symbolic not just of cannabis culture but a much wider culture of defiance.
Even the taxonomy of the plant is controversial, as researcher Chris Duvall (author of a new book, The African Roots of Marijuana) has shown. An orthodox theory holds that there is one species – Cannabis sativa – that has been cultivated and used in different ways: for fibre, for food and for its psychoactivity. Such a theory has suggested a racialised view of cannabis usage – that industrious Europeans built great seafaring empires out of hemp, while other people used it to get high.
Cannabis, also known as marijuana, has long been used by humans as medicine, food, and importantly as fibre. Long before most Europeans were even aware of the psychoactive properties of this plant, cannabis was the major source of fibre used to make the rope and rigging that powered navies in the era of European imperial expansion.
However, a two-species theory – that there is Cannabis sativa more suited to producing fibre, and Cannabis indica more capable of psychoactivity – gives a more accurate botanical view of why cannabis is valued in different regions for different purposes: sativa and indica varieties simply grew in different climates, the latter more at home in warmer regions.
Whatever the taxonomic truth, cannabis originated in Eurasia, and palaeobotanical evidence suggests that people were already making use of cannabis as far as East Asia 12,000 years ago, though in what ways is now impossible to discern. It seems likely that cannabis was being farmed in East Asia 6,000 years ago, while Koreans appear to have been making fabric from it around 5,000 years ago.
But people have also long been aware of the psychoactive qualities of cannabis, and a burial site 2,700 years old in northwestern China has preserved a large cache of potent cannabis, possibly for ceremonial or shamanic use. In South Asia, there is also a long history of cannabis usage for fabric and for intoxication, a distinction emerging in Sanskrit between sana and bhanga, the former a source of plant fibre, the latter a source of intoxication and medicine. Bhang, of course, is now a widely dispersed term (in East Africa too) used for intoxicating cannabis.
This plant and its usage then took many different routes around the world. These routes owed much to a number of maritime and overland trade networks that have transported cannabis and its cultures of use. Around 5,000 years ago, cannabis was projected westwards as far as Egypt through overland trade linking India to Mesopotamia and beyond, while Indian Ocean trade networks brought cannabis to East Africa’s coastline, where it has had a presence for at least a thousand years. From there it spread inland and into many different African cultures of consumption, the use of the term bhang in much of the region suggestive of its Indian Ocean network origins, although many local terms suggest possible multiple routes of entry.
The Atlantic slave trade was another vector of its spread; slaves departing from the Angolan coast sometimes carrying cannabis seeds, which led to its spread in Brazil. Another vector in its spread has been war, its popularity in West Africa owing much to the return of soldiers who had been fighting in Asia during World War II and were exposed to its consumption there. In Europe, the use of cannabis for intoxication purposes was initially an elite pursuit of Bohemians in the nineteenth century, the likes of Baudelaire popularising experimentation with the drug in an age of intense European intellectual interest in “exotic” mind-altering substances that also included opium.
While cannabis has many different cultures of consumption, there has been something of a globalisation of its appeal over the twentieth century, especially through its link to various types of music. Long associated with jazz in the US, cannabis’ popularity was also boosted by musicians such as Bob Marley and Fela Kuti. For Fela Kuti, cannabis had much symbolism as a symptom of defiance against authority, and this has long been a core part of the herb’s appeal for many consumers within various countercultures.
Much of this aura of defiant cool derives from the fact that for over a century cannabis has itself been an outlaw, as both internationally and nationally many jurisdictions have prohibited the production, trade and use of this controversial plant. Yet these prohibitions are now under threat as never before, as even countries that have long fought and promoted the “war on drugs”, such as the United States, are experimenting with various forms of decriminalisation and legalisation, while other countries still try and hold firm against calls for legislative change.
Regulating the herb
For as long as mind-altering substances have been used by humans, attempts to regulate their use have likely been used. Whether alcohol, opium or cannabis, the psychoactive qualities of such substances mean that they are usually viewed with great ambivalence – substances that can ease worries and bring pleasure, yet also bring harm and danger. Such ambivalence has spurred efforts to restrict access to those seen as able to use them responsibly, or to forbid their use completely.
While cannabis has many different cultures of consumption, there has been something of a globalisation of its appeal over the twentieth century, especially through its link to various types of music. Long associated with jazz in the US, cannabis’ popularity was also boosted by musicians such as Bob Marley and Fela Kuti.
The widespread claim that historically East African societies restricted access to alcoholic beverages and khat to elders reflects concerns over youthful drinking and chewing. It also suggests that similar types of restrictions and regulations might have been in place for cannabis in East Africa and elsewhere.
However, the formal prohibition of cannabis is mostly a twentieth-century story, albeit with a number of precursors, including the Merina king Andrianampoinimerina prohibiting it in the late eighteenth century in Madagascar on the grounds that it made his subjects “half-witted”. Its prohibition story links to that of opium, and the growing international calls for its regulation and prohibition that grew strong after the nineteenth-century Opium Wars where the British compelled China, through force, to accept imports of opium from India in the interests of their Imperial economy.
Unease with the free trade in opiates led to the International Opium Commission conference in 1909 in Shanghai, and later the International Opium Convention that called for controls and restrictions of the trade in opiates and cocaine was signed in 1912. This marked the start of the internationalisation of drug control. Cannabis was not added to these conventions until 1925 when, at the request of Egypt, cannabis was added to the conventions and its exports restricted. Subsequent conventions (including the 1961 Single Convention on Narcotic Drugs) further globalised attempts to suppress a growing range of psychoactive substances, including cannabis.
This international story of drug conventions and cannabis prohibition played out differently in various countries, the US history of marijuana prohibition and its link to characters such as Harry Anslinger of the Federal Bureau of Narcotics being the most familiar. Historians such as Isaac Campos and Jim Mills have also analysed the equally fascinating history of cannabis policy in Mexico, India and the UK.
In African countries, most state laws and policies proscribing the use, trade and production of cannabis, opiates and cocaine first emerged during the colonial period, particularly in the 1920s, though in some colonial states, these laws were put on the statute books even earlier. The major mind-altering substances of interest to African and colonial officials before then had been alcoholic drinks, as well as kola nuts and khat. The lucrative kola trade had been regulated and taxed since the end of the eighteenth century by states administering foreign trade, such as the Asante Kingdom in today’s Ghana. Alcohol use had been prohibited in many of Africa’s Muslim societies for long and became the subject of intense international debates and domestic control at the end of the nineteenth century. In particular, the trade and production of distilled spirits became the target of state regulation at that time.
African control efforts on cannabis, opiates and cocaine generally commenced only after the national and international debates on distilled spirits had become quiet. In 1927 the first Nigerian Dangerous Drugs Ordinance restricted the use and trade of cannabis, opium and coca products to medical and scientific purposes and put them under the supervisory powers of the chief medical officer of the colony. The law made the unlicensed use and trade in these drugs a crime.
In African countries, most state laws and policies proscribing the use, trade and production of cannabis, opiates and cocaine first emerged during the colonial period, particularly in the 1920s, though in some colonial states, these laws were put on the statute books even earlier.
In Kenya there is an earlier history. An Opium Regulations Ordinance was put in place in 1902. This was intended to restrict the import and production of opiates to permit holders, and sales were restricted to the discretion of medical officers. “Opium” included a wider range of substances, including “bhang”, the main term used in East Africa then and now for cannabis. This ordinance had little teeth, and pressure grew from colonial officers in western Kenya (where much cannabis was grown and consumed) for possession to be outlawed too and harsher penalties introduced for those producing or trading such substances without permits. This pressure in part led to the Abuse of Opiate Ordinance in 1913 that attempted to eradicate illicit consumption of not just opium, but a range of opiates, as well as cocaine and cannabis.
The Kenya colony and its opiate ordinances apart, drug ordinances did not usually grow out of colonial anxieties about these drugs’ threats to health or a paternalistic concern to “protect Africans” from foreign substances, as had been the case with distilled spirits. In South Africa, debates on the use and control of opium were also closely tied to the growing gold mining industry in the Transvaal as it was feared to decrease the productivity of South Africa’s workforce. In 1923 the South African government even urged the League of Nations to classify cannabis as a dangerous substance requiring international control.
In effect, most African drug laws were based on colonial blueprints, such as the Hong Kong Drug Ordinance, which was circulated among British colonial governments in the 1920s. These laws often preceded local concern with cannabis, opiates and cocaine and served more to satisfy the legal obligations of governments under new international laws, such as the 1925 and 1931 Geneva Opium Conventions. In the course of the first half of the twentieth century, most African colonies were therefore signed up to a range of international treaties on drug control, without there being much of a local concern or debate about the laws transposed into domestic legal codes, except for the case of Kenya and South Africa.
This situation changed somewhat by the late 1950s and early 1960s, when most African countries gained political independence. This period coincided with the wider use and growing public concern about cannabis and saw the first effective government policies on cannabis. In West Africa, concern was driven by medical professionals who encountered cannabis-smoking ex-soldiers among their patients. Doctors, such as Thomas Adeoye Lambo, Africa’s first Western-trained psychiatrist, started exploring Africa’s new drug and addiction problems in their research and public speeches.
Cannabis addiction also became a key discussion point at the newly founded Pan-African Psychiatric Congress and its African Journal on Psychiatry (Lambo 1965; Lewis 1975). This new medical and also media interest in cannabis led to important policy changes in some countries, such as Ghana and Nigeria. In the latter, a coup d’état brought a group of reform-minded soldiers to power who aimed to address cannabis use with the draconian Indian Hemp Decree of 1966 shortly before the country slid into a civil war.
Cannabis thus became firmly embedded in the statute books of most African nations. However, this legal uniformity belied continuing ambivalence towards the substance. Legality or illegality, of course, rarely perfectly matches societal attitudes, and many continued to view the substance positively in various ways, including as a traditional medicine, and as a recreational substance associated with popular figures such as Bob Marley and Fela Kuti. Furthermore, its illegality only further increased its reputation as a symbol of defiance against authority. For many, cannabis law has little legitimacy – or power, given the lack of state capacity to police it effectively – and it has grown to be a vital part of the rural and urban economy in much of Africa. On the other hand, many, for social, cultural or religious reasons, have bought into the idea of cannabis as socially and medically harmful and something that should be restricted.
In such a cultural climate, legalisation or decriminalisation campaigns were unlikely to take root beyond the margins. Indeed, in an earlier book we suggested that debate on drug policy had yet to take off in most African countries (2012). Yet things appear to be changing, as the impact of policy change even in parts of the USA – long the leader in the “War on Drugs” – has global repercussions.
On a more regional level, the activities of organisations like the West African Drugs Commission have also expanded the narrative away from a simple focus on repressive supply-side policy in relation to drugs of all types. In East Africa too there are moves towards alternative “harm reduction” policies, especially in regard to heroin use in cities like Dar es Salaam and Mombasa, and more recently also in Nairobi. In Africa, as elsewhere, the international consensus around drug policy is fracturing, especially in regard to cannabis.
Since 2011 in Cape Town an annual cannabis march has been held that has increased markedly in popularity, symbolising the seismic changes occurring in cannabis legislation in South Africa, perhaps the African country with the strongest drug counter-culture. As with parts of the USA, permitting medical use of cannabis appears the first step in this process, and South Africa is developing provision in this regard. In addition to this, a recent court case in the Western Cape has raised hopes further that legalisation is around the corner. Several activists (including those from the “Dagga Party”, dagga being the common South African term for cannabis) brought a case “seeking a declaration that the legislative provision against the use of cannabis and the possession, purchase and cultivation of cannabis for personal or communal consumption is invalid”.
In March 2017, the court ruled that there should be a stay of prosecutions for possession of small quantities of cannabis and use of cannabis in private settings, and gave the government 24 months to amend the law in this regard. On 18 September 2018, South Africa’s Constitutional Court confirmed this judgement and thus made the growing and use of cannabis for private use legal with immediate effect, although the exact implementation of the decision is yet unclear. While there are no doubt many more hurdles to overcome for the campaigners (most prominent of whom are a white couple known as the Dagga Couple), many are already eyeing a potential legal market for cannabis in South Africa, leading some to fear the predation of corporate interests.
Since 2011 in Cape Town an annual cannabis march has been held that has increased markedly in popularity, symbolising the seismic changes occurring in cannabis legislation in South Africa…
Elsewhere too, there are increasing signs of shifting policy. Linked to the change in South Africa, Lesotho, a major supplier of illegal cannabis to the South African market, has recently given a licence to a South African firm to cultivate medical cannabis. Malawi, another major cultivation country of illegal cannabis, is also moving towards a legal hemp industry. While hemp consists of non-psychoactive varieties of the cannabis plant, even this move required overcoming resistance in Malawi’s National Assembly to an initiative based around so infamous a plant. Ghana, ranked the country with the highest rates of cannabis consumption in Africa, is also seeing rising debate on cannabis policy, and even calls for a cannabis industry to be established to take advantage of legal opportunities around the world. Debate seems more muted in Nigeria, a country with some of Africa’s harshest drug laws, although the debate is gaining ground there too.
In East Africa, debate is also increasingly conspicuous in news reports and in the wider media, especially in Kenya. There, calls for full legalisation have recently been made, including by Ken Okoth, and by political analyst Gwada Ogot, who took a petition for legalisation to the Kenyan senate. Okoth argued for Kenya to benefit economically from an export market for cannabis, suggesting that the “government should stop wasting money on sugarcane farming and legalise marijuana instead”. Ogot focused more strongly on the medicinal benefits of cannabis, and sought in his petition to have cannabis removed from the list of scheduled substances, and for the establishment of a regulatory body to oversee a legal market. He argued that: “The plant is God’s gift to mankind just as the many minerals he has put in store for Kenyans. The banning was purely for commercial interests with pharmaceutical firms seeking to control the medical industry during the first and second world wars.”
This petition was debated in the Senate, Kenya’s upper house of Parliament, in February 2017, where it garnered much interest in the media. While the debate in the Kenyan Senate was somewhat inconclusive, and decriminalisation is unlikely, at least in the near future, that such a petition was heard at all marks a shift. Debating the issue confers at least some legitimacy on a topic that many Kenyans recently would either have found shocking or comical.
What all these debates and apparent moves to different policy suggest is that the issue is a live one in African countries. However, it seems likely that the debate will gain more traction in some countries than in others and we should be cautious in generalising across such a diverse continent. In many countries there are so many other more pressing issues than cannabis, that it is unlikely to garner sufficient attention. Indeed, pushing through legislative change will require much energy and resources. For this reason, some might see legalisation as fine for rich countries like the USA with greater capacity to cope with the consequences, but hardly sensible in countries with so many other challenges.
As we have seen, economic reasoning appears to be underlying some of the push to liberalised policy, with some eyeing lucrative futures based around a cannabis industry. Economic interests have, of course, long been important in policy debates around psychoactive substances, with governments often balancing tax and other forms of revenue against medical and social harms with substances like tobacco and alcohol. And historians and anthropologists alike have emphasised the importance of analysing drugs as commodities.This has certainly been true in the case of alcohol, but also in the case of khat. Like cannabis, khat’s harm potential is ambiguous, allowing governments to justify both restricting it and developing a market for it. In the case of khat, producer countries like Ethiopia and Kenya have long resisted making the substance illegal, even if governments have been suspicious of the substance.
In relation to cannabis, we can see how in countries like Lesotho and Malawi, where the cannabis industry forms a major proportion of the national economy, the temptation to make the crop legitimate and boost national coffers might be attractive. A country like Kenya, on the other hand, cultivates cannabis, but not to the same scale. It forms only a minor part of the economy, and is unlikely to garner a strong export market anyway.
It seems possible that where economic logic is not an especially pressing factor, the political will to change cannabis policy is less likely to materialise. In countries like Kenya, concern with the harmful effects of cannabis, as well as the cultural conservatism of many in government and in the general population, will form a substantial roadblock in the way of reform. In fact, Kenya has recently banned shisha smoking on health grounds, suggesting that in terms of policy the predominant logic is still one of restricting rather than liberalising. Yet change in relation to cannabis law is coming thick and fast, and given growing support amongst the political class, change cannot be ruled out in countries like Kenya. Indeed, the sad passing of Okoth has encouraged others to follow his example in calling for such change.
That change to cannabis law in Kenya is now being considered might prove a strong legacy to the memory of Okoth. Stronger yet would be taking seriously too his calls for a properly regulated market, one that would offer protections to the vulnerable, and ideally protect against predation from corporate interests.
Cannabis has provided many smallholder farmers with livelihoods – albeit illicit ones – throughout much of Africa and elsewhere in the world. As Chris Duvall argues, African cannabis farmers have done much innovation in its cultivation even under the cover of illegality. It would be a shame if legality means that powerful interests move in to seize the fruits of this innovation.
Eating Our Own Flesh: Corruption as a Form of Cannibalism
Corruption in Africa is not simply an act of giving or receiving a bribe; it is a form of “primitive accumulation” or “accumulation by dispossession” that hollows out institutions and causes much misery.
Corruption is a political vernacular in Kenya today, as Keguro Macharia once described it. In public discourse, corruption is described as something both pervasive and cunning. You get a sense of this in some of the metaphors that we use to describe it: “cartels fight back” or corruption is a “virus” or a “cancer” that has taken over the country’s body politic. The metaphor of cancer is a particularly intriguing one, as it simultaneously renders corruption as invisible, powerful and biological.
The effect of this metaphorising of corruption is that it makes the phenomenon difficult to conceptualise concretely. It has suffered an unfortunate definitional flattening, a slippage which this article will attempt to address. We need the definition of corruption put back into sharp focus so that its contours, its peaks and troughs, are clearly accentuated. Only then can we begin to figure out a way through this moral morass.
First, the misconceptions. What is corruption? Is it that young girl in Machakos praying that her brother, a police constable, will finally be deployed to a route rich enough in opportunities for extortion so that she can finally finish her course at the University of Nairobi? She has already lost a year. Is this girl, or her brother, corrupt?
Is corruption the kickbacks that a state employee extracts from suppliers to supplement his income, which has been stretched to breaking point by a clan of dependents? What about paying extra to bump your loved one up a surgery waiting list at a public hospital?
Or is corruption something more formally executed, using laws, imprests and tenders? Is it the transfer of taxes to private use to fund a legislator’s trip to get cancer treatment abroad — over and above his taxpayer-funded premium health insurance scheme? Or is it the transfer of strategic national resources, like oil blocks, mining licences and public utilities, into private hands?
What makes one describe a traffic police officer taking a Sh50 bribe from a matatu driver as corruption but the collusion by state officers to incur public debt at the scale of an entire country’s GDP as macro-economic management? And what makes the transfer of government trustee land into foreign private hands “Foreign Direct Investment”, while the same transaction by a native is termed as a “land grab” i.e. corruption?
Is it the scale of the land in question, such that acquiring 100,000 hectares is an “investment” but ten hectares is a “land grab”? Or does it have something to do with power, where the passport of a (former) imperial power paves the way for the individual holding the said passport signalling to local elites that this is the master’s son and we better make room for him or else prepare for violent expropriation and/or occupation?
Where is the line? What are the criteria? Who decides? Better yet, who should decide?
Let us turn to some linguistic definitions.
Corruption is archaically and simply defined by the Oxford dictionary as “a state of decay or putrefaction”. But today’s use of the term has redefined this term and given it a completely different meaning, just like other modern-day terms that are used primarily in their conceptual rather than linguistic meaning, including Terrorism, Extremist, Human Rights, Black, White, etc.
So, what is corruption in its politically loaded sense? Yasmin Dawood, in her classic paper “Classifying Corruption”, captures it as follows:
“Scholars have categorized various kinds of corruption. Thomas Burke has distinguished three kinds of corruption: quid pro quo, monetary influence, and distortion. Zephyr Teachout has identified five categories: criminal bribery, inequality, drowned voices, a dispirited public, and a lack of integrity. Deborah Hellman has described three principal kinds of corruption: corruption as the deformation of judgement, corruption as the distortion of influence, and corruption as the sale of favours.”
Clearly, corruption is a loaded term that can be unpacked extensively. But the single and most broadly used definition of corruption is articulated by Jakob Svensson as follows: “The misuse of public office for private gain.”
Most of the literature available on corruption engages the problem from the level of its outcomes – in other words, on its results, i.e. “private gain”. But there seems to be little effort at trying to analyse the root causes.
Given the widespread nature of corruption, and given that it has no definitive social differentiators like class, income, education level or geographical region, it follows that the possible causes are either intrinsic (related to the nature of man or woman) or systemic (attributable to the prevailing socio-political and economic environment).
The intrinsic motivation can be explained in a general sense by human beings’ deeply instinctive proclivity to possess. In short: greed. That is simple enough.
But looking at all the scholarly definitions of corruption, what we witness in Africa defies any of those classifications completely.
Nigeria’s Sani Abacha did not benignly “misuse public office for private gain”; he swept the treasury coffers clean. He decimated the public office. Kenya’s president from 1978 to 2002, Daniel arap Moi, and his coterie of ministers did not “quid pro quo, influence or distort”; they ingested entire institutions.
The same goes for the successive administrations of Mwai Kibaki and Uhuru Kenyatta. Their voracious troops of army ants have left no tree standing, literally. No tree in the forest was considered too sacred to spare. Their appetite is unlimited.
Nothing was/is too big or too small, not the strategic grain reserve, not the sports kitties (one of the few remaining routes out of poverty), not even programmes like the Youth Fund, the National Youth Service or Kazi kwa Vijana. (As a resident of Eastlands I can attest that these programmes had a direct impact on the ground, with all the associated positive results of wealth redistribution e.g. drastic drops in crime, increase in economic activity, rise in optimism.)
None of this is corruption, not by a mile. It is institutional cannibalism.
Given that it is our own, our best and brightest sons and daughters who are cannibalising our own institutions, I will go further and describe it as a socio-pathological condition that I am calling autosarcophagy – an amalgam in Greek of “eating one’s own flesh.”
This makes it a sociological condition. Why have we failed to evolve from a primitive agrarian society? It is obvious from observation that the trappings of civilization were quickly pasted upon us and this is perhaps why irrespective of our level of education, we struggle to perceive institutions. A native administrator perceives the institutional resources through a primitive instinctive lens rather than through an evolved intellectual lens. Given that the focal point is instinctive, the reaction becomes an irresistible urge to consume or possess this honeycomb, as instincts cannot perceive a discarnate boundary such as that of person, institution and/or system.
Therefore, as these officers sit across from the institution’s treasury, in the same way they sit across from the season’s grain harvest in the granary on their farm, they cannot help but raid it. If their signature can transfer funds from the institution’s bank account in the same way their signature facilitates transfer from their personal accounts, then what possibly makes the institution’s bank account different i.e. not a personal bank account?
Granted, there is scholarly consensus that Homo Economicus (the latest and arguably the most wicked of all the evolutionary stages of mankind), is a sociopath, whose folly was preciently captured by Jonathan Swift in his 1729 satirical article suggesting that the impoverished Irish might ease their economic troubles by selling their children as food for rich gentlemen and ladies.
Still, the existence of this disorder in the West should be no consolation because Homo Economicus in Western society commits his genocide and fetal cannibalism in the villages of the people of the East and Global South. But African Homo Economicus commits filial cannibalism. How else would we term indenturing our own children as chattel by taking out high interest loans and sovereign bonds on their futures and then diverting those funds into private accounts, or accepting payments to dump nuclear and toxic waste in our backyards?
As for the second systemic cause? Capitalism.
The unstoppable march toward absolute implementation of this pernicious socio-political and economic order portends nothing but misery for humanity. The uncritical application of its core doctrinal pillar that calls for individual freedom of ownership ultimately results in what Marx called “primitive accumulation” and more recently translated by Prof. David Harvey as “accumulation by dispossession”.
In our context, this manifests as the transfer of collective (public) wealth into the hands of private, well-connected owners through privatisation of public resources like water, energy, minerals and public infrastructure, including healthcare and utilities, and the transfer of individual citizens’ wealth into the same private hands through usury, taxes and inflation.
Essentially, this creates a society where the only way one can get bread and water to feed one’s child is by taking the bread and water of someone else’s child. This may be the reason why there is little investment in understanding the root cause analysis of the problem of corruption — it would reveal the witch’s cloven hoof. It is the nature of the beast. It is capitalism.
And as the population increases and the walls around the public’s resources continue to be erected and extended, the masses’ incomes and wealth continue to be systematically harvested through quantitative easing (printing fiat), bonds (usury) and taxes, and then consolidated and transferred to the top through the global banking and financial system. It results in a fight at the bottom that grows ever more vicious, manifesting itself in perpetual war, slavery, dehumanising poverty and misery.
The only way to halt this accelerating bottomless spiral downward is to reject Man as Sovereign, end capitalism and establish a system that will nurture the (collective) Man using divine provision (natural resources), and protecting private property and wealth creation from expropriation by taxation, usury and inflation.
Simply, change the system.
Keep It in the Family: A Case for Homeschooling in Kenya
Many parents who choose homeschooling seek to be directly and consistently involved in moulding their children’s character throughout their formal education on the basis of the conviction that with good moral and mental habits, high academic achievement and success in career are almost guaranteed.
While most Kenyans associate formal education with institutional schooling, a significant number of their compatriots have opted for homeschooling. Homeschooling is not a specific curriculum, but rather the implementation of a curriculum by the parents themselves and/or their own directly chosen delegates. With the dominance of institutional schooling, many now view homeschooling as part of alternative education.
Several Kenyan families have homeschooled their children from the early 1990s using a variety of curricula, including 8-4-4, I.G.C.S.E., and Accelerated Christian Education. A number of Kenyan children have completed their high school education through homeschooling and have been admitted to universities inside and outside Kenya, and several are already employed, while others have ventured into entrepreneurship.
The Constitution of Kenya recognises the right of the child to education. Article 43 (1) (f) lists education as one of the fundamental rights of every person. Furthermore, Article 53 (1) (b) states that every child has the right to free and compulsory basic education. Nevertheless, neither of the articles limits education to the school environment.
However, Homeschooling Kenyan parents have expressed concern over provisions in the Basic Education Act 2013 that presume education can only be attained through institutionalised schools. For example, Article 28 of the Act, titled “Right of Child to Free and Compulsory Education”, states that “The Cabinet Secretary shall implement the right of every child to free and compulsory basic education” (Article 28(1)), but the tenor of the Act is that such education can only happen in the context of an institutional school.
The homeschooling community in Kenya is already feeling the effects of the Basic Education Act 2013 limiting education to the school environment. The Daily Nation carried a story on the 18th February this year, about the arrest of Silas Shikwekwe Were in Malaba, later arraigned in a Butali court in Kakamega County for allegedly abdicating his duty to enroll his children in school. Mr. Were and Mr. Onesmus Mboya Orinda filed Constitutional petition No. 236/19 at the High Court, Milimani Law Courts, asking the court to recognise home schooling as a legal and viable alternative method of according children in Kenya their right to education. They argue in their petition that the provisions of the Basic Education Act 2013 requiring a parent to enroll a child to an institution of learning limits the scope of what education is. They aver that sections of the Basic Education Act 2013 infringe on the rights of parents to determine the forum and manner in which their children will be educated. During the first mention of the Constitutional Petition on 25th June 2019, the courtroom was packed with homeschooling parents.
A number of considerations have led some Kenyan parents to choose homeschooling over institutional schooling.
A short history of schools
Schools have been a part of human societies for thousands of years. Among some of the peoples of Africa, the age groups system used to pass on knowledge, skills and attitudes to the young adults. It entailed a degree of deliberate, formal passing on of knowledge, skills and attitudes in a manner reminiscent of a contemporary school. There were schools in the ancient societies of Egypt, India, China, Greece, and Rome. The Byzantine Empire had an established school system until the fall of the Empire in 1453 C.E. In Muslim societies, mosques combined both religious observances and learning activities, but by the 9th century, the madrassa arose as a separate institution from the mosque. In Western Europe, a number of cathedral schools were founded during the Early Middle Ages in order to teach future clergy and administrators. Mandatory school attendance became common in parts of Europe during the 18th century, with the aim of increasing the literacy of the masses.
Formal schools become widespread only during the past two centuries. With the advent of the Western Scientific Revolution, certain fields of knowledge became highly specialised, making it significantly more difficult for parents to help their children to master them. The rise of factories during the Industrial Revolution led to the need for mass formal schooling to inculcate requisite habits in the workforce – punctuality, adherence to instructions, among others.
Education is the primary responsibility of parents, not schools
The word “education” comes from the Latin word ēducātiō, which literally means “breeding”, “bringing up”, or “rearing”, all of which are primarily associated with parents rather than with schools. Indeed, theorists of education frequently define education as the deliberate, planned equipping of the young with knowledge, skills and attitudes that enable them to participate effectively in the life of society. Again, such equipping is primarily the responsibility of parents, not schools. For most of human history, parents have been in charge of their children’s education. Their homes served as spaces for imparting social values and etiquette and particular trades. Families were known for certain trades. The presence of English surnames such as Tailor, Cook, Baker, and Smith partly explains this naming practice.
Formal schools become widespread only during the past two centuries. With the advent of the Western Scientific Revolution, certain fields of knowledge became highly specialised, making it significantly more difficult for parents to help their children to master them.
Despite the rise of universal compulsory education through schools, the responsibility of providing education primarily rests with parents as part of their wider responsibility to provide for their children. Parents who take their children to school are delegating rather than abdicating this responsibility, and this is evident in the practice of schools regularly meeting parents to brief them on their children’s progress. As such, parents who choose homeschooling are simply choosing to discharge their responsibility directly rather than delegating it to the schools.
Direct and consistent parental involvement in moulding character
In Philosophy and Education in Africa, R.J. Njoroge and G.A. Bennaars point out the four dimensions of education: the cognitive dimension entails the acquisition of knowledge; the normative dimension has to do with the inculcation of values; the procedural/creative dimension involves the approach or methodology through which the knowledge and values are acquired; the social/dialogical dimension entails the fact that education is an interactive process within human groups rather than in solitude.
The rise of factories during the Industrial Revolution led to the need for mass formal schooling to inculcate requisite habits in the workforce – punctuality, adherence to instructions, among others
Regrettably, in our day, many think that education (formal education) is exclusively geared to equipping students with knowledge (the cognitive dimension). It is no wonder we have so many highly skilled people whose ethical orientation is grievously wanting. Many parents who choose homeschooling seek to be directly and consistently involved in moulding their children’s character throughout their formal education on the basis of the conviction that with good moral and mental habits, high academic achievement and success in career are almost guaranteed.
There is consensus among theorists and practitioners of education that the ideal model of education is one in which the child gets maximum personalised attention in order to take care of his or her uniqueness. Harvard’s educational psychology Prof. Howard Gardner pointed out that human beings have multiple intelligences (“learning styles”), and that each of us uses one or two of them to learn most effectively. Following Gardner’s approach, the US-based Institute of Learning Styles Research has identified seven learning styles, highlighting the various ways in which different people learn most effectively using their five senses.
The seven learning styles are print (looking at printed or written text), aural (listening), visual (looking at depictions such as pictures and graphs, haptic (touch or grasp), interactive (verbalisation), kinesthetic (whole-body movement), and olfactory (smell and taste). Schools typically focus on the three competencies referred to in Western tradition as “the 3Rs” – reading, writing and reckoning (calculating), and mainly approach learning from a verbal and logical perspective, thereby largely neglecting people whose learning styles cannot cope with this approach.
By the very nature of the size of a typical family, a home-schooled child gets much better personalised attention than a child in a typical institutional Kenyan public school where one teacher attends to tens of pupils in one lesson. When Kenya’s National Rainbow Coalition (NARC) government introduced Free Primary Education in Kenya in early 2003: the number of pupils rose dramatically, but the number of teachers, classrooms and other facilities by and large remained unchanged. The quality of learning was significantly compromised. Some short-staffed schools had to ran shifts to accommodate the pupils. By and large, the school system moves the pupils from class to class regardless of how much they have actually learnt; and the few who are required to repeat a year for extremely poor performance suffer the humiliation of doing so among their peers.
The dire implications of a grossly unhealthy teacher-to-pupil ratio quickly showed. From 2009, Uwezo initiative implemented large-scale household surveys to assess the actual basic literary and numeracy competencies of school-aged children across Kenya, Tanzania and Uganda, culminating in annual reports. A July 2013 newspaper headline on one of those reports declared: “Over 50 Per Cent of Class 8 Pupils can Barely Read – Report”. The article stated “The report by Uwezo Kenya also reveals that over 50 out of 100 children in Classes Four and Five can’t comprehend stories written for class two pupils.” In its Sixth Annual Report covering the year 2015, Uwezo observed, “Assessments across Kenya, Tanzania and Uganda have highlighted the learning crisis since 2010. The key observation has been that budgets and other inputs to learning have been increasing steadily, but learning outcomes have remained essentially stagnant.”
Personalised attention is critical for exceptionally gifted children and for children with disabilities. Exceptionally gifted children who master concepts and skills grow bored when subjected to the average pace of learning: they might be able to complete the tasks assigned for one year in three months. Requiring them to sit in school and learn at the pace of the average child is torturous mass production, not education.
Children with disabilities often need special, even specialised attention to learn effectively. The Kenyan public school system is grossly ill-equipped to provide education for children with autism, so parents of autistic children have to equip adequately for the task of schooling. The class size at Thika School for the Blind where I went to school was fifteen rather than the prescribed forty in a typical public school. In certain subjects such as maths, geography and biology where teachers rely heavily on chalkboards and other visual teaching aids, children with visual disabilities would be left behind unless there was a resource teacher to offer extra support. At Thika, the teacher spent considerable time with each student helping them to appreciate maps, diagrams, graphs and maths formula. The parents of children with different disabilities ought to have the liberty to home-school them if they are able and willing to do so. Indeed, such liberty would affirm the right of children with disabilities to high-quality education in line with Articles27 and 54 of the Constitution.
History offers a number of cases of exceptionally gifted children who performed very poorly in school because the school system could not cater for their learning disabilities. People with dyslexia (reading and writing difficulties) or dyscalculia (difficulties with maths) are cases in point. English scientist Michael Faraday was a person with dyslexia, and yet through personal study he made numerous ground-breaking discoveries and inventions, including electromagnetic rotary devices that were fundamental to the development of electric motor technology used to generate electrical power. Albert Einstein had difficulty in school due to dyslexia, and his achievements can be attributed to his ability to teach himself. Some of the other famous Western scientists with dyslexia include Alexander Bell, Galileo Galilei and Thomas Edison.
A friend of mine confessed that he could not read at all by Standard 3; his first attempt at the then Certificate of Primary Education (CPE) exam at a Nairobi Eastlands primary school yielded dismal results. His mother then took him to a high-cost primary school to re-do the CPE and he excelled: today he is a university lecturer in pure Maths – the most abstract branch of mathematics.
I know of several parents with university degrees who have chosen to stay at home to provide their children with quality education. I am acquainted with a parent who holds a Masters degree in educational Psychology who has chosen to provide homeschooling for her children instead of pursuing a career in the schools or colleges. Some parents would give up pursuing their careers to home-school their children to shield them from the associated dangers of institutional day and boarding schools. It is evident that the home-schooled children of such parents enjoy certain advantages over their counterparts in institutional schools.
The commute to school is associated with several challenges. Day schooling children are exposed to undesirable social elements and dangers in their daily commute. Those parents determined to find quality schooling for their children beyond the limits of a neighbourhood, get up as early as 4:30 a.m. to prepare children to board buses at 5:30 a.m. to schools on the other side of town, in a continuous dawn to dusk routine.
Boarding schools come with their own set of social challenges such as unhealthy competition and bullying that have lasting effects on many young lives.
Home-schools as private schools
The culture of private schools is entrenched in Kenya. The children of prominent Public officials attend private schools rather than public ones. Private schools have better educational facilities, better teacher-to-pupil ratios, leading to better performance in public examinations.
Economic realities and high tuition fees prevent many parents from the privilege of private schools but rarely considered is the option of responding with privately tutored high-quality schooling at home. Home-schooled children register as private candidates for public exams, and some of them have done exceptionally well.
There is really no essential difference between private schooling and homeschooling: both models of learning are a move away from public schools. Denying a section of society the right to educate children at home is discriminatory contrary to Article 27 of the Constitution of Kenya.
Parents with highly mobile careers that require them to relocate frequently find changing schools almost always a traumatic experience for children, as they must make new friends, and adapt to the new physical environment and new teachers. This challenge is greater in situations where children are frequently moved from one cultural context with its education system to another with a different education system. If one of the parents in a family going through this kind of experience is available to home-school the children, the homeschooling experience provides a point of stability for the children which significantly mitigates the trauma.
Parents of home-schooled children form networks that facilitate regular joint activities among their children: they visit places such as museums, factories, universities, go boat-rowing, and attend music concerts. They enroll their children in various activities outside their homes such as football, swimming, and music lessons. In addition, there are joint annual events for various homeschooling communities.
Contrary to the belief that the school environment is the best for learning social skills, it often inculcates unhealthy competition rather than co-operation. The idea that all children progress intellectually at roughly the same pace is ingrained in the thinking of the school system, and yet it necessarily works against the need to cater for the children’s individual differences. Pupils are often contented to come out top of their class irrespective of the fact that any class will have a top student however low the quality of learning. An emphasis on coming out top in class easily encourages contentment with mediocrity rather than the pursuit of excellence. Schools function in a specific social context, and is a reflection of that context.
Thus with the increasing erosion of social values, schools are now places where children learn some grossly anti-social habits such as violence and substance abuse.
Homeschooling and social class
Members of the Kenyan middle class are more likely to be inclined to homeschooling: this is mainly due to the fact that they are likely to appreciate educational theory and practice. Middle-class parents are likely to afford the availability of one parent devoted to homeschooling their children. Parents in low-income brackets cannot live off the salary of one spouse. Nevertheless, homeschooling is not the exclusive province of the middle class and the wealthy.
Most homeschooling parents use officially sanctioned curricula. Some of the curricula used in home-schools require that parents get training before embarking on using them. Homeschooling parents also benefit from the resources of homeschooling organisations outside Kenya, including Global Home Education Exchange, Home School Legal Defense Association, and National Home Education Research Institute.
Kenyan universities typically assess students for admission using the results of the Kenya Certificate of Secondary Education (KCSE) results whether a candidate sits for the exam in a public school, private school, or is privately registered as would typically be the case for Home-schooling candidates. For those home-schooled students going through other curricula, the Kenya National Examinations Council has a system of interpreting results to indicate their 8-4-4 equivalents, thereby enabling universities to make informed decisions about admissions.
For overseas education, various clusters of universities use a variety of entry tests to assess students who have gone through different education systems to determine whether or not they have the requisite skills (such as language profficiency, comprehension, reasoning, and basic maths) to handle university work. American universities rely on tests such as the SAT set by The College Board to assess applicants for undergraduate courses, and the Graduate Record Examinations (GRE) administered by the Educational Testing Service (ETS) for applicants to post-graduate courses.
There is no evidence that children who have gone through Home-schooling are disadvantaged in comparison with those who have attended institutional schools. The U.S.-based National Home Education Research Institute, score the home-educated 15 to 30 percentile points above public-school students on standardized academic achievement tests (the public school average is the 50th percentile; scores range from 1 to 99). Home-schooled students typically score above average on the standardised tests such as SAT. The measured conclusion of the Institute is: “It is possible that Home-schooling causes the positive traits reported above. However, the research designs to date do not conclusively ‘prove’ that Home-schooling causes these things. At the same time, there is no empirical evidence that Home-schooling causes negative things compared to institutional schooling.”
I first met a home-schooled child in the mid-1990s. She was the daughter of friends of mine and also neighbours in Nairobi’s Buruburu Estate. At the age of five, she was already confident and articulate. This began to dispel my doubts about Home-schooling. About ten years ago, I was requested to help look at some research papers written by some home-schooled high school finalists using a different curriculum from 8-4-4. I was pleasantly surprised to find out that unlike their counterparts in the 8-4-4 system, they were considerably well acquainted with library research and writing: they intelligently cited various books and articles using footnotes, and meticulously laid out their lists of references in a manner reminiscent of what is expected of first-year university students in Kenya! I have also had an opportunity to facilitate a “Thinking Skills” course for five home-schooled high school students, and was impressed by their confidence, clarity of thought and expression, and keenness to learn.
In view of my reflections, parents who are willing and able to provide personalised education for their children at home, often at great sacrifice to themselves, ought not to be denied the right to do so. The Home-schooling community is not lobbying for the abolition of schools: it appreciates that not everyone can home-school because some are ill-equipped for the task, while others are obligated to work to provide for their families. Nonetheless, society is enriched by diversity, including diversity in approaches to formal education. What we must all ensure is that whether through institutional schooling or Home-schooling, the child gets the knowledge, skills and attitudes that enable him or her to contribute positively to the holistic development of both himself or herself and society.
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