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Keep It in the Family: A Case for Homeschooling in Kenya

12 min read. 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.

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Keep It in the Family: A Case for Homeschooling in Kenya
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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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Dr. Reginald M.J. Oduor is Senior Lecturer in Philosophy at the University of Nairobi. He is the first person with total visual disability to be appointed to a substantive teaching position in a public university in Kenya. He was the founding Editor-in-Chief of the New Series of Thought and Practice: A Journal of the Philosophical Association of Kenya from 2009 to 2015. With Drs. Oriare Nyarwath and Francis E.A. Owakah, he edited OderaOruka in the Twenty-First Century. He is also Co-founder and current Chair of the Society of Professionals with Visual Disabilities (SOPVID). Email: rmjoduor@gmail.com. Blog: http://kenyancrossroads.blogspot.co.ke

Ideas

‘This land is broken.’ Reflections on Changing Perceptions of Morality in Capitalist Societies

8 min read. To claim that society is in moral decline is a misnomer, argues JORG WIEGRATZ. Instead, we need to note that the moral structure and moral grammar in society is in fact changing under the weight of capitalistic forces shaping society.

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‘This land is broken.’ Reflections on Changing Perceptions of Morality in Capitalist Societies
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“We develop new principles for the world out of the world’s own principles. We do not say to the world: Cease your struggles, they are foolish; we will give you the true slogan of struggle. We merely show the world what it is really fighting for, and consciousness is something that it has to acquire, even if it does not want to.” Karl Marx, Letter from the Deutsch-Französische Jahrbücher to Ruge (1843).

The state of morals in contemporary society, especially regarding money and business matters – i.e. issues to do with earning a living, hustling, putting food on the table, surviving, making profit, hunting riches, acquiring wealth – is a popular topic in public columns in Uganda, Kenya and elsewhere. As highlighted in an earlier blog, a number of analysts’ diagnoses is that we are living in times of moral decline and crisis, as evidenced by widespread and institutionalised economic fraud and other malfeasances in the economy.

Here, I want to argue for a shift in analytical perspective. I want to analytically treat phenomena that are declared to be examples of moral decline (or alternatively, moral bankruptcy and immorality) as instances of something else – an ongoing and profound moral transformation in societies undergoing a comprehensive capitalist restructuring of their polity, economy and culture.

This analytical move implies that we forget for a moment the prognosis of a decrease, thinning out, or dwindling of morals and instead focus on changes of morals in the economy, shifts in society concerning what is regarded as acceptable and unacceptable economic practice, in particular, in the economic sectors, locations (markets, factories, banks, etc.), professions, and so on. And to be more precise, not just shifts regarding notions of acceptable/unacceptable, but also regarding what constitutes legitimate/illegitimate, right/wrong, good/bad, praiseworthy/blameworthy, proper/improper, or desirable/undesirable practice. Of course, you can replace practice with economic order, ‘economic relationship, economic processes, economic outcomes and so on in order to track moral changes in these matters too, but for practical purposes let us focus our analytical eyes on practice.

Daniel Kalinaki, a leading newspaper columnist in Uganda whose insightful analysis I eagerly read every week, recently wrote something to the effect that empathy is on the decline in daily life in contemporary Uganda. His column was titled “At what point does a society lose all sense of empathy? Are we there yet?” There are passages in it, such as, “An entire generation [of young Ugandans] has grown up parentless, valueless and mannerless.” The text ends with: “We are no longer raised by the village but by wolves. This land is broken. This society needs healing. Urgently.”

Arguably, Kalinaki (like other authors that run this line of analysis) writes as if there is indeed an end point concerning cultural decline, as if “all sense of empathy” can indeed ever be lost in a society of nearly 40 million people, as if people really grow up totally valueless, as if a society can really be broken, and, as if it is clear to the analyst when a society has reached rock bottom after which there is no further cultural decline i.e. the absolute end of empathy.

Arguably Kalinaki does not discuss moral decline as such but moral change i.e. a change concerning under what conditions, for what reason, how, to whom, and regarding what people show empathy in today’s Uganda. He, like columnist Yusuf Serunkuma, myself and others, is in fact an analyst of moral change in a rapidly changing country. A significant change in the moral climate in society intrigues us and we try to nail down the nature and causes of that change. In sum, we try to understand what it is that is changing, how, why, and to what effect. Perhaps, above all, we try to figure out how we got here.

Capitalism and its discontents

The spread and intensification of capitalism, as writers ranging from Karl Marx to Edward P. Thompson emphasised, brings cultural-economic change i.e. shifts in dominant norms and values, notions of acceptable practice, boundaries of what is doable, permissible, normal, taken for granted and so on. These processes are conflictual; some actors want the status quo to remain, others want change. Put simply, capitalism, over time, makes the previously unacceptable practice acceptable, at least acceptable to the extent needed to spread, normalise, and routinise the practice. It alters what was previously regarded morally wrong, immoral, and abnormal into right, moral, normal. The unthinkable and outrageous becomes everyday reality and taken for granted moral taboos weaken and dissolve.

In short, capitalism forever alters the moral structure and moral grammar in society, especially with regards to the economy. Importantly, it doesn’t dissolve moral order altogether (“All that is solid melts into air…” as says the Communist Manifesto) but creates new moral new order(s), new orders of right/wrong, good/bad, acceptable/unacceptable, etc. That is why, analytically speaking, the moral decline/bankruptcy assumption is so restrictive; it does not allow us to identify, track and explain this ever-evolving order. It presumes that there is indeed a clear end point concerning the moral regression of humanity, whereas in reality the story of moral change is of moral order alterations on the planet that continue till we have arrived at the figurative “last man standing” moment.

The spread and intensification of capitalism, as writers ranging from Karl Marx to Edward P. Thompson emphasised, brings cultural-economic change i.e. shifts in dominant norms and values, notions of acceptable practice, boundaries of what is doable, permissible, normal, taken for granted and so on.

That said, many people – both professional and non-professional analysts – notice and comment on moral shifts on what is regarded normal and acceptable. For instance, some people, especially older generations who have witnessed and lived under somewhat different moral orders, say that the current norms (culture and moral order more broadly) are upside down. This is arguably a commentary on the large-scale socio-cultural processes that are unfolding in large cities such as Kampala and Nairobi. Of course, these shifts in moral order are generally highly complex processes, not necessarily linear, with various components and sub-components.

This includes changes in how people relate to one another, how they assess their own economic action and that of others, their relationship with money and wealth, and how they define ideas such as individualism, freedom, success, and power. This requires an (re-)assessment and de-/attachment vis-a-vis various social values such as achievement/personal success, enjoyment/pleasure, and self-direction (that serve individual interests) as well as group security, conformity to social expectations, concern for others’ welfare (that serve rather collective interests), and so on.

How did we get here?

Interestingly, in the 19th century Marx had already noted a point or trend that Kalinaki observes in 21st century Uganda. Marx wrote that only “bourgeois society, the society of free competition … [is characterised/constituted by networks of] individuals who remain indifferent to one another”. In other words, we are dealing with a change process that seems inherent to/characteristic of capitalist transformation, driven by larger, historical forces encompassing vast time-space zones.

The United States, the leading example of today’s capitalist market society, is usually a good ground to search for the latest (and sometimes most shocking) moral shifts in global capitalist civilisation and market culture. Just check out what goes on in terms of commercialisation of childhood there: the competitive beauty contests for young girls, the commercial shows, the business models around childhood. Children and teenagers are now on social media channels like YouTube and Instagram – not seldom, supported and cheered on by their parents – to market products and earn significant amounts of money.

The most cutting edge examples, the latest pushing of moral boundaries, is not just coming out of the US. It is only a matter of time, in my view, until the same marketing strategies (i.e. modern day child labour) will be used on Ugandan and Kenyan children. Ugandan artist Fresh Kid might well be the first Ugandan child to become an academic case study of that sort of commercialisation of childhood years down the road; the Ruparelia group, linked to tycoon Sudhir Ruparelia, has just started its relationship with the child (giving him a scholarship of the Ruparelia Foundation to start with).

Again, one key question for this and any case of moral-economic change under capitalism is: how did we get here? When did we start selling stuff to kids, making them (and their parents) objects of profit-oriented business strategies, and targets of relentless marketing campaigns? When, how, and why did we start selling kids unhealthy, health-endangering food that makes them addicted and obese?

When did we start telling people, and the poorest in particular, that taking a loan (i.e. being indebted) is a good, desirable thing? When did we start putting up commercial betting businesses and gambling shops in the poorest neighbourhoods? When did these practices become part of common sense i.e. morally acceptable? What changes in culture, politics and economy were required for these practices – and the underlying business models and ways of thinking and feeling – to become widespread and seen as normal (instead of abnormal and demanding outrage and protest)?

Again, one key question for this and any case of moral-economic change under capitalism is: how did we get here? When did we start selling stuff to kids, making them (and their parents) objects of profit-oriented business strategies, and targets of relentless marketing campaigns?

How did matters of economic and political power (i.e. specific class interests) drive this change? How did public disagreement, criticism, struggle and resistance of some groups shape and later change (but not entirely stop) these processes? When, how and why did we (or rather they – the powerful actors) make all the other unsettling, weird, dubious, shocking practices in the capitalist economy sufficiently acceptable and normal to become taken-for-granted routine practice? To ask these questions about moral change is to focus on the major enabling conditions, factors and actors that can trace and explain these major change trajectories?

The “sugar daddy” phenomenon

Against the above, let’s go to an illustrative example from the region – a recent report about sugar daddies in Kenya. In an exemplary fashion, it highlights the moral change process I am talking about here: “[In] Kenya, and in some other African countries, ‘sugar’ relationships seem to have become both more common and more visible: what once was hidden is now out in the open – on campuses, in bars, and all over Instagram…[We] have arrived at a point where having a ‘sponsor’ or a ‘blesser’ – the terms that millennials usually apply to their benefactors – has for many young people become an accepted, and even a glamorous lifestyle choice. Estimates suggest that about 20-25% of female students nowadays have a sponsor/transactional sexual relationship with an older man.”

Arguably, this “sugar daddy” phenomenon and related practices and underpinning morals did not exist in this particular way even three decades ago. Of course, this practice and related morals are contested and some observers will declare it all as immoral, a reflection of moral decline. But it is highly instructive to start seeing and studying these phenomena from a moral-economic change perspective, thus, identifying the drivers, the enabling conditions, and so on.

Importantly, note that this phenomenon has grown in other countries too, including in the UK and other “developed” countries (see here for an overview of sugar daddy websites and their instructive titles – e.g. Whats Your Price’, Established Men, Find Rich Guys’ Rich Meet Beautiful, Miss Travel).

One of these agency website notes: “In 2017, 100,000 U.K. students registered on Seeking Arrangement, which represented a 72 percent increase from the previous year, in order to find some relief from tuition, student loan debt, and other college-related costs. The presence of a monthly allowance and a financial arrangement adds to the allure of the lifestyle. Finding the right Sugar Daddy can help a Sugar Baby stay ahead of the game and get the education they need without the burden of a mountain of student loan debt.”

These days we even have websites that have “virginity for sale” to the highest bidder (google sugar daddy virginity sale for more details). Again, how and why did we get here?

When did we start telling people, and the poorest in particular, that taking a loan (i.e. being indebted) is a good, desirable thing? When did we start putting up commercial betting businesses and gambling shops in the poorest neighbourhoods? When did these practices become part of common sense i.e. morally acceptable?

The above phenomena reflect the dynamics of – and different takes on – the changing notions of morality with regards to earning a living, surviving, hustling, escaping poverty, making fast and easy money, striking riches, climbing the social ladder, managing economic pressures, and living different lifestyles in a world that is quite morally fragmented anyway.

In that regard, always keep in mind that what one observer might assess as a world or society with regressive morals, one that is in moral decline or crisis, another might assess that society as one experiencing moral progress (“We never had it better”, Things are improving”, “Let’s have fun”.)

Moral views these days are in some ways highly individualistic and personal, depending, amongst others, on one’s position, perceptions and experiences in economic life (and thus in economic hierarchy, class structure etc.).

Note that the above mentioned report about sugar daddies ends with a protagonist asking: “What is wrong about sex anyway?…People just make it sound wrong. But sometimes, it ain’t wrong at all.”’ There you go…

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When Family Means Business

9 min read. Family-owned businesses are the backbone of the global economy yet many do not survive one or two generations. DARIUS OKOLLA provides a glimpse into large family-owned businesses in Kenya, and assesses their fortunes in an uncertain political and economic environment.

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When Family Means Business
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The Korean economic landscape is dominated by chaebols, Americans have conglomerates, the Japanese have Zaibatsus, Germans have Mittlestands, while Kenyans have, well, let’s call them Mamols – a cluster of faceless, powerful, family-owned enterprises whose stake in the economy is massive and diverse and which form the core to the competitiveness of the Kenyan economy. Mamols, the word derived from native Dholuo for tendril-like tentacle plants that intertwine their way into multiple nearby vegetation to form a strong mesh-like interconnected undergrowth.

Kenya’s economy, as currently constituted, represents a feudal-like family economy dominated by a few well-capitalised family-owned units at both the top and mid-tier. At a glance, the majority of the 7.4 million small and medium-size enterprises (SMEs) in Kenya are conventionally family businesses owing to their initial source of capital, ownership and day-to-day operations.

A chaebol, or in our case a mamol, is a large industrial firm that is run and controlled by a founder and his or her family. Their internal make-up is that of a large number of diversified affiliate brands, products and markets under a patriarch whose power over the business operations often exceeds legal authority.

There are significant differences between Japanese aaibatsus, Korean chaebols, Kenyan mamols, and American conglomerates, key among them being the source of capital. The aaibatsus organised around a bank, chaebols were prohibited from owning a bank, their American counterparts go to Wall Street, while Kenyan mamols rely on internal revenues and private equity for growth.

The constitutive nature of these businesses is any profit-making venture patronised by two or more family members in its workforce and the majority of ownership or control lying within that family. Traditionally, such corporate structures place the founding patriarchs and matriarchs at the helm and family members in ownership positions, allowing them to exert direct control across the board. Family-level investments are known to tap into the general social immobility of capital, which tentatively guarantees that if properly transitioned, the resources can stay within the family for anywhere between five and six generations.

Family-owned businesses are the backbone of the global economy. The Conway Centre for Family Business estimates that 35 per cent of Fortune 500 companies are family-controlled across the full spectrum of firms, from small niche outlets to major brands. In fact, family businesses account for 50 per cent of the U.S. gross domestic product, generate 60 per cent of the country’s employment, and account for 78 per cent of all new job creation.

The East Africa region has a wide array of such firms, which shrewd private-equity investors can explore in the medium to large segment with market caps of between $10 million and $100 million. The research firm Asoko’s data identified over 10,000 firms in this revenue bracket across a diverse range of markets in East and West Africa.

The Conway Centre for Family Business estimates that 35 per cent of Fortune 500 companies are family-controlled across the full spectrum of firms, from small niche outlets to major brands.

Unsurprisingly, only a handful of the thousands of family-owned firms in Kenya reach elite status or provide strong products, brands, and services across the region, thus significantly influencing the export basket. Extrapolation of local studies indicates that there are 645 family-owned firms earning between $10 million and $100 million annually in East Africa, with nearly three out of every four of these companies being Kenyan, followed by Ethiopia, at 17 per cent, Zambia, at 5 per cent, and Uganda, Rwanda and Tanzania, at 2 per cent each. Asoko’s research further identified 490 family-owned Kenyan firms earning annual revenues in excess of Sh1 billion across a wide range of industries; of the 490, 14.3 per cent, or 70 companies, earn more than Sh5 billion, 22 of which earn over Kshs 10 billion every year.

Within these hallowed halls of prime family-owned enterprises that churn premium products, there exist complexities and contradictions cutting across the family-business divide in which virtues and vices on one end diffuse to the other end with speed and ferocity. Much more intuitively, their very nature as family-owned businesses results in unique models of starting, running and decision-making, the end result of which is usually a surprising litany of dilemmas: political interference, their worries about work and sibling rivalry, inheritance squabbles, and most of all, the fears for the heirs.

Locally, the roughly 500 sprawling family-run conglomerates with at least $10 million in revenues are the understated cornerstones of Kenya’s economic, political and social landscape. Taken together, they make up the silent pillars of the nation’s versatile economy and include the likes of KenPoly, and ICEA Lion, with Ramco being among the oldest of them all. Unlike the globally renowned family-owned firms like Walton, the Korean Chaebols or Japanese corporate giants, most African Kenyan Mamols in particular, prefer to court as little publicity as possible partly because corporate culture generally abhors uncourted publicity given the landmines of publicity.

The PwC 2018 Family Business Survey indicated expected revenue growth in 82 per cent of the family-owned enterprises – a major feat in this era of fiscal constraints and declining exports in the country occasioned by high energy costs and over-taxation. The top obstacles to surmount are corruption (72 per cent), accessing the right skills and talents (52 per cent), prices of inputs (52 per cent), competition from cheap imports (52 per rcent) and the pressure to innovate (50 per cent).

Locally, the roughly 500 sprawling family-run conglomerates with at least $10 million in revenues are the understated cornerstones of Kenya’s economic, political and social landscape. Taken together, they make up the silent pillars of the nation’s versatile economy…

These massive firm’s opaque and often unexamined governance and ownership structures and oversized influence, coupled with their cosy relationship with regulators, often lends credence to fears of influence-peddling. No doubt, as the fiscal condition of the political economy under the Jubilee government tightens, it will cast an intense spotlight on these firms, just at the time when many are navigating murky generational transitions. Absent are clear models of generational transition of wealth acquired and sustained through the patriarch’s political or social patronage, which leaves the heirs ill-prepared for their inherited fortune.

Given the nature of our political economy, most of these firms rely on close cooperation with the political structures for their operations, inducing decades of political goodwill, and support. The guarantee could be in the form of subsidies, loans, and tax incentives only imagined by their rivals. That the president, cabinet secretaries, and top bureaucrats can trace their political fortune to the attendant patronage of family capitalism gives the best glimpse of these firms’ impact in our political infrastructure.

In Latin America, family capitalism is at its most efficient in the pursuit of political power and using tentacled connections to launder public and private resources. In Argentina, the family-owned firm’s goal is political conquest with presidential and gubernatorial positions as the ultimate prize.

In keeping with the largely conservative investment decisions of these investors, 60 per cent of them populate the agricultural, industrial and manufacturing sectors of the economy. A survey by consultancy firm Knight Frank shows that these clusters have allocated 25 per cent of their investment portfolios to equities, 22 per cent to property and 22 per cent to cash or cash equivalents, with only 3 per cent in private equity and another 3 per cent in luxuries stuff such as art, wine and luxury cars.

Given the nature of our political economy, most of these firms rely on close cooperation with the political structures for their operations, inducing decades of political goodwill, and support. The guarantee could be in the form of subsidies, loans, and tax incentives only imagined by their rivals.

Curiously, Kenya’s leading family-owned enterprises are still within the first three generations of ownership, a fact tied to the barely 60 year-old independence in this 100 year-old plantation. Large industrial firms like Ramco, which traces its roots back to precolonial 1940s, signals a growing sustenance and entrenchment of these Mamols into the heart of the nation’s political economy. Ranci is currently chaired by one of the sons of the original patriarch who is subordinated by members of the third generation, a feat replicated by only one other company, which is on its third generation of leadership from within the family.

Lots of other mamols are still being ruled by first- and second-generation leadership and often silently face precarious generational transitions. Surprisingly, about 17 per cent of the top family-owned conglomerates have a succession plan ahead of the global 14 per cent average. The generational divide, coupled with increasing complexity and diversity of skills that the firm needs as it grows, predisposes the second or third generations who take over the reins of family businesses to be more open to outside investors, and hiring of experts. Globally, just 30 per cent of family businesses make it through the second generation, with only 13 per cent passing three generations, which is the context within which lots of these huge Kenyan firms exist.

What’s their story?

As the founders phase out, there’s the compelling case of having fantastically wealthy heirs dealing with wealth that is inherited rather than earned, which may predispose them to hubris. The perpetuation of the firm is not a great deal more fulfilling to them as it was to the founders. Despite being vibrant contributors to the economy, family-owned businesses face corporate governance issues, political wheeler-dealing and flaky succession plans whose overall impact limits the company’s lifespan. In total, just over half of Kenya’s family businesses reported having a succession plan in place, with two-thirds indicating that the next generation was already part of the business.

The litany of generational differences, fraying and differing visions of the future and emerging challenges and gaps compel the patriarchs to invoke external talents to increase the talent pool available for operations. Consequently, a more recent survey has revealed that family businesses in Kenya are in robust health, with revenues expected to continue growing in four out of every five firms.

According to the Finnish Family Firm Association 2009 report there are three prime ownership models in these family-owned firms: first, the owner, active in governance with three overlapping roles as manager, family member, and owner; second, the owner, non-active in governance, is a family member and owner; and third, non-owning, active in governance family member has two roles as owner and as manager. A non-family member active in governance can be a member of the board or management; also a non-family member can be owner as a capital investor or as a managing director who owns shares of the family firm.

Then there are the family members, who have no role as owners or managers and who are typically spouses (in-laws), trustees and next of kin. Relatives of most of Kenya’s stock market billionaires prefer to stay out of the public limelight, avoiding governance roles, such as directorships, in the portfolio companies where their families control major shareholding.

The Family Business Survey 2018 shows that the Nairobi Securities Exchange (NSE)’s main value proposition to mamols – visibility, access to financing and a divestment platform – appeal to the 46 polled companies whose turnovers range from Sh500 million to more than Sh10 billion. Eighty-five per cent of the Mamols rely on internal cash and 83 per cent on bank lending/credit lines, while 59 per cent prefer private equity at a higher percentage than the global average of 39 per cent.

What complicates analysis of these behemoths is that Kenya is known to have a large group of politically-connected superrich families who have hidden their wealth in trusts and a labyrinth of companies to evade taxes. In 2015, a list of 191 individuals and 25 offshore companies linked to Kenya was leaked from the Mossack Fonseca legal firm and published in what came to be known as the Panama papers. The companies and individuals held the cash equivalent of over Sh15 trillion laundered and transferred from Kenya. 

The dark side of family businesses

During the United Nations International Day of the Family in Nairobi, Justice Aggrey Muchelule said that the Family Division has resorted to alternative dispute resolution mechanisms in the quest to resolve the over 13, 000 succession cases over family-owned assets left behind by parents, spouses or other benefactors. Court and political battles over large firms and other properties left to heirs of prime family-owned firms in Kenya pop up regularly even where there is a will. Few of these cases arrive at amicable solutions.

The properties in dispute range from shares to money stashed in banks and tax havens abroad and businesses and other assets, but land still remains the most contested asset; some of these cases have been unresolved since the 1980s. Mbiyu Koinange, James Kanyotu, Gershom Kirima, Jenga Karume, and JM Kariuki’s families are among the affected as the Unclaimed Financial Assets Authority (UFAA) has had to seize their dividends and shares following family feuds over ownership and succession.

Despite their tenacity, the family business model often tends to undermine its own longevity, profitability and efficiency through political favouritism, succession by unfit heirs, endless feuds, and sleaze, including excessive and unnecessary luxury spending on the company’s tab. Examples of drastic declines in family fortunes can be found in Russia and the Middle East.

Locally, while addressing the family of the late Murang’a-born oil tycoon Thayu Kabugi during his burial, President Uhuru Kenyatta, whose family has a major controlling stake in the Kenyan economy, reflected that assembling an estate worth billions of shillings was not a simple task as it takes a lot of struggle, toil and back-breaking work. “But we are seeing a situation whereby families of these icons of our economy go after each other’s throats days after the demise of their economic fortune heroes. That is not the way to go and I would urge all families to desist from such tussles,” he said.

The looming political and economic crises simultaneously plaguing the country has exhausted the country’s political-economy’s capacity to self-correct. A major hit to the economy, the population bulge, massive corruption, and the upcoming elections and referendum will reorient the list of families that control the national pie by raising a few while sinking others. It shouldn’t be lost to us that those who’ve stashed Sh15 trillion abroad stand a better chance of surviving the storm and snapping up the auctioned assets at dirt-poor prices and entrenching their family capitalism for another generation.

Despite their tenacity, the family business model often tends to undermine its own longevity, profitability and efficiency through political favouritism, succession by unfit heirs, endless feuds, and sleaze, including excessive and unnecessary luxury spending on the company’s tab.

An annual study was released ahead of the 2019 World Economic Forum that shows that globally wealth is consolidating back into the hands of a few, with 26 billionaires owning as much as the lower 3.6 billion people in the world. Combined with declining social safety nets, the family business model remains the short-term cushion and guarantor of social mobility for large swathes of the population.

Family businesses range in size, turnover, ownership structures and profitability, from small roadside stalls to behemoths straddling national boundaries. Despite all the squabbles and relational upheavals, family businesses remain a critical means of wealth transfer and generational transition of wealth, opportunity and income.

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Agency, Possibilities, and Imagination: Countering Myths about Africa’s Past

11 min read. Tracing African pasts through the interlinked lenses of agency, possibility and imagination allows us to counter-narratives of Africa as a blank slate, and to debunk myths about Africa as a place that did not innovate or create.

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Agency, Possibilities, and Imagination: Countering Myths about Africa’s Past
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“We die thirsting for knowledge, yet it is all around us.”Saki Mafundikwa

In Crazy Normal, Trevor Noah makes a joke about South Africa that I think applies to all of Africa. In his sketch, Africa responds to the world moving in one direction with, “Okay…we’re going to go that way,” pointing in a different direction. The ‘rest-of-the-world’ is perplexed and Africa reassures, “No, don’t worry, we’ll find you there.”

What Trevor Noah illuminates is the ‘elsewhere-ness’ of Africa. Africa has impressive political, economic, social-ecological and cultural diversity – a diversity that is often un-understood for its defiance to being mappable by narrow Euro-American standards and statistics. So much so that Africa is today more often described in negatives than in anything else: lack, poverty, failed, corrupt and crisis being some of them.

But being elsewhere is not being nowhere. Studying Africa’s history is sense-making of this reality and truth, especially for Africans who have grown up in colonially inherited institutions, and are therefore at risk of reproducing an inherited scarcity mentality and inferiority complex. Engaging with precolonial and colonial African history is to remove inherited glasses, whose field of vision limits the scope of where and how ‘being’ is possible.

I discuss here three interlinked reasons for historical study of Africa: agency, possibility and imagination. Recognising Africans’ agency allows recognition of the worlds Africans create/d and opens up imagination for the continued creation of African worlds. At a time of ecological, political, and socio-economic crisis, this is not just about reclaiming identity, but also about regaining footing to create and determine the new worlds coming.

Agency

Africa’s history has been human history for the 200,000 years that homo sapiens have been in existence. This makes African history the longest history of all the world. Precolonial African history makes up about 99.8 per cent of African history for the earliest colonised African entities, Madeira and Canary Islands (1420 and 1496, respectively), Kongo (1472) and South Africa (1652). Indeed, the term ‘pre-colonial history’ is a shorthand that centres European colonialism as Africa’s defining feature, rather than the 99.8 per cent of history preceding it.

Locating Africans’ agency through history counters the erroneous idea propagated by Western scholars that Africans had no history prior to Europeans. Interrogating multiple archives, including documents, environments, materials, practices, language, oral history and more shows Africans in their full range of humanity, a beginning point from which one can ask questions about what happened in the past rather than making assumptions.

Reflecting on the history curriculum I learnt in high school, I noticed that there were gaps. Kenyan history was taught separately from ‘world history’, and in it, we learnt about some ethnic communities’ cultural institutions; the Indian Ocean Trade emphasising Arab and Portuguese influence; and colonial encounters. Following the discussion of the local emergence of the homo species, history quickly propelled to a ‘world’ stage, represented by various linearly progressive revolutions: Neolithic-Agrarian-Industrial. These were described in a manner as to make one aspire to the ladder of progress they represented, but not to see what they left out – the gender and class stratifications and colonialism and slavery, and their ripple effects on injustice in the world today.

The curriculum only returned to focus on the local when there were particular interactions with foreign entities, such as with Portuguese influence on the East African coast in the 15th century, and with the later European colonisation of the African continent in the late 19th and 20th centuries. Between species evolution in East Africa hundreds of thousands to millions of years ago, and present-day Kenya, the only significant events taught had foreigners as the main characters: Arabs, Portuguese, British. Indigenous history was limited to an ahistorical view of some ethnic groups’ customs.

Such gaps make significant processes, events, and local agents invisible in the history of what would later become Kenya, thus creating an incorrect view that only foreigners were and can be agents of Kenyan history. This negatively biases students’ view of their own agency in affecting history, making it appear as though Africans ‘froze’ while history was happening elsewhere, and only re-entered history upon contact with foreigners.

This experience speaks to a larger institutionalisation of silences and misrepresentations. The bias is evident in policies and popular media that undermine communities’ indigenous livelihood strategies and knowledge, depicting them as destructive and in need of reform in the interests of ‘development’ and ‘conservation’ agendas, both of which are largely driven by foreigners and benefit a minority elite while harming a majority. These policies and narratives do not engage with indigenous histories to show the many ways in which Africans have been agents in engaging with and changing their environments with a variety of impacts, and not simply as passive responders.

They also don’t engage with colonial history that would show how Africans’ agency was hidden, diminished or skewed, and thus entrench denigrating and dangerous received wisdoms. For example, in learning about the Perkerra Irrigation Scheme in school, no mention was made of it being inspired by an indigenous irrigation system by ilChamus peoples, nor was there a discussion of the reasons why ilChamus practised irrigation, how they managed to produce significant surpluses, and how and why they turned to other livelihood strategies, and with what effects. There was also no mention of the subsequent exclusion of ilChamus peoples from the ‘modern’ irrigation scheme when it was started.

Breaking the silence around indigenous Africans’ agency through integrating precolonial history into institutions, such as schools and the media, in ways that do not fall into either essentialising or negative stereotyping would counter damaging racist bias that Africa was a blank slate awaiting discovery and awakening by Europeans, or a ‘wrong’ place awaiting correction by the same.

Possibilities

In 2017, I studied permaculture, an environmental design-with-nature system articulated by the Australian Bill Mollison. The techniques and system, for which I was paying $400 to learn, I later found out, are part of a repertoire of indigenous agro-ecological techniques and social ethics developed and practised in various parts of Africa and elsewhere. These origins were not acknowledged in the teaching, and fellow students, myself included, were enthused by the ‘new’ knowledge we were gaining.

In my exploration of ecological, economic and social restorative technologies, I encounter a number of these systems articulated by Westerners drawing on often unacknowledged and/or unrematriated indigenous knowledges and practices, including those from this continent. Permaculture, as already mentioned, holistic rangeland management, a reformulation of pastoralists’ ways of working with livestock, family constellation therapy drawn from Zulu family healing techniques, bodywork techniques in process-oriented psychology, some drawn from unnamed Giriama healers, and restorative justice circles celebrate their often white, often male ‘inventors’ and have courses you can pay good sums for to learn these technologies.

Colonisation infused with ‘scientific racism’ placed Africans at the bottom of a ladder of humanity. It was unthinkable that Africans accomplished anything remarkable or constructive. This ladder perpetuated the myth that Africans don’t know and must be taught. Our knowledge and technologies are repackaged elsewhere and sold back to us at a premium, and we don’t recognise them. A permaculture practitioner I met in Tanzania, for example, confidently told a room of American undergraduates that there were no sustainable indigenous African food growing techniques except in her Chagga community. As Saki Mafundikwa comments, “We die thirsting for knowledge, yet it is all around us.”

By bringing agency and possibilities together, studying African history can reclaim our humanity and world-making over 200,000 years of living. Tracing past creativity, innovation, technologies, and their lifeworlds re-presents innumerable possibilities of being and doing. Importantly, it helps Africans step outside of disadvantageous psychological, economic and technological dependency.

Histories of indigenous food provision illuminate the variety of technological skills, and knowledge-based practices in use in different parts of Africa, how these developed, and where they were curtailed by colonial officers, thus hampering their efficacy. Looking only at agriculture, indigenous irrigation technologies, such as dams and irrigation canals, were/are in use in Marakwet, Pokot, Baringo, and at Engaruka in East Africa for many decades if not centuries.

Other forms of water management, including mulching, cover cropping, pit planting, terracing and weather manipulation, were in use across the continent, as were fertility technologies to manipulate soil chemistry, such as burning and tilling in of weeds and crop residues, creating areas of high fertility dark earths, using animal manure, and managing insects such as termites. Practices such as mobility, fallowing, and cultivating or encouraging a diverse range of plants and plant varieties harnessed land and climate variability. The latter also selected plants for taste, maturation, ritual suitability, colour, drought and pest tolerance, effectively making indigenous African farmers crop scientists par excellence.

Social-ecological innovations, like building partnerships across livelihoods to harness symbiotic benefits, were also food provision innovations. There are several examples of pastoralist-cultivators-forager partnerships, such as between the Maa-Agikuyu and Mukogodo-Maa peoples in East Africa, and Bambara-Fula and Bambara-Maure peoples in West Africa. Interrogating the development, context, and practice of these and more food provision technologies would illuminate useful knowledge for continued innovation. Histories of food provision would also include pastoralism and foraging, which are marginalised in popular and political discourse, perhaps because they are less easily dominated by capitalist commercialisation for export and state benefit.

Archaeological research indicates the depth of indigenous sciences knowledge in various parts of Africa. The bronze sculptures of Igbo-Ukwu that were created using the lost-wax technique and dating prior to 1000 AC (after Christ) are unique for their age, fine pattern detailing and technological skill. Similarly, Africans independently developed a wide range of iron smelting techniques (more diverse than anywhere else in the world) – including some unique in the temperatures they achieved – invented in central Africa at least 4,000 years ago. That indigenous African technologies, such as pyramid building in Kemet and Nubia, are yet to be deciphered, are a testament to their depth of skill and innovation. The presence of such sciences counters the received wisdoms that there is nothing to show for Africa in terms of indigenous innovation.

Remarkable rock art is found in many African countries. These art forms were created using a variety of techniques and intents. Rock art also informs historical understanding of human movements. Saharan rock art from a wetter period than the present indicates the likelihood that Kemet (Ancient Egypt) was formed from people migrating from a drying Sahara. Rock paintings and a 100,000-year-old paint laboratory in southern Africa demonstrate the manipulation of various materials (including ochre, blood, egg yolk, shells, bone marrow and fats) to create different coloured paints, and the development of varied painting techniques, including fine line brush paintings, finger, and hand paintings, and the use of art to depict and enact complex cosmologies and healing arts.

The diverse ways in which Africans made worlds are openings for diverse ways of being and for understanding Africa’s technological legacy. They are also a basis for the imagination of alternatives to the present moment.

Imagination

Africa’s colonisation ushered in a period of global homogeneity that solidified a global political (the nation-state) and economic (capitalism) template that has so dominated the global imaginary of the following 150 years that it seems nearly impossible to imagine alternatives to it. This has come with grave consequences, including the climate crisis we in Africa are increasingly going to bear the brunt of. Pre-independence African history is a key to breaking the totalising nature and lure of the present moment.

Studying pre-colonial and colonial history enables understanding of how the world’s narrative came to occlude Africa’s abilities and possibilities, and how this continues into the present. Looking at this history by focusing on agency and possibilities makes one realise that Africa’s pasts are not ‘less than’ but a resource to be built on.

Formal schooling, which focuses mainly on Africa’s post-independence history, can lead to feelings of impotence and resignation that make one believe that that is how things are in the present are how they will forever be. Engaging the 99.8 per of African history to know that things can be different – that as an African one is an agent, and that there is no dearth of examples of knowledge and skills from Africa – allows one to imagine something else in the present, and to “dare to invent the future”, as Thomas Sankara challenged.

Breaking the lure of the present moment involves countering the notion of African timelessness through attending to change in our pasts. For example, though we are often presented with African traditions as though they have been static, we know that practices are fashioned to respond to the goals of a group of people, and that both goals and practices can change. For example, many Bantu communities moving into eastern and southern parts of the continent did not practise circumcision as part of their rites of passage for young people coming of age. Circumcision was added onto pre-existing practices that varyingly included seclusion, adorning the body with clay and other emollients, ancestral and nature rituals, instruction from family, clan or community elders on new life responsibilities in adulthood, and the celebration of successful passage. Circumcision was added to pre-existing rites often as a result of mixing with non-Bantu communities who practised this, possibly due to, or to enable, intermarriages. Using analysis of divergences in words and ideas, historians show how even this inclusion waxed and waned with increasing and decreasing contacts with other communities.  

Indigenous history provides an arena to destabilise European Enlightenment divides such as nature-culture, mind-body disciplines, and anthropocentric notions of agency, all colonial inheritances that continue to define the present and contribute to the ongoing crisis. The practice of acknowledging those who came first, including land and forest spirits, is common in various African communities. When Anlo-Ewe peoples migrated into lagoon areas in West Africa, they incorporated ritual knowledge and the sea deities of neighbouring peoples, thus enabling them to develop a maritime fishing tradition, which was previously non-existent amongst them.

African symbologies, syllabaries and alphabets, such as Adinkra, Nsibidi, Chokwe veves, and Ge’ez scripts, illuminate communities’ values as well as the design and communication principles used to communicate them. These carriers of peoples’ aesthetic thought and principles can be used today both as reminders and harbingers of alternative futures, as Saki Mafundikwa, a graphic designer, and Nnedi Okorafor, a science fiction author, are doing.

Breaking the lure of the present moment also entails complexifying grand narratives through attending to histories of the particular and of change. For example, Sundiata Keita is famed as a great ruler of the Mali Empire. A charter he pronounced upon ascending the throne is celebrated as one of the first ‘constitutions’ in the world, contemporaneous with the Magna Carta, and lauded for its humaneness because it instructed that slaves should get one day off a week and own the property of their bags. Sundiata, in fact, reinstated slavery, which the guild of hunters had abolished a few years earlier in a charter they delivered. This history points to the fact that life, and therefore history, is processual and encourages a shift from linear progression and teleological thinking.

Indigenous African polities demonstrate heterarchy as a form of societal organisation in which power is diffuse and vested in multiple spheres and people, none more important than the other, thus entrenching checks and balances. One person could belong to their family or clan lineage, an age-set group, a secret society, a knowledge or crafts guild, a deliberative body (e.g. council of elders), and a spiritual practice (e.g. a spirit medium or devotee) at the same time. Each of these institutions performed activities necessary for the health of the whole community rather than for the importance of single individuals, be they chiefs or kings. Amongst the Nanumba and others, chiefs were farmers like any other community member. Equally, deposition of leaders when they did not meet the reciprocal obligation to work for the health of the community was practised, as were migrations to start new communities in new areas.

Among the Alur, the power of the central polity increased rather than decreased as groups separated and left to start their own political formations. The hunter’s charter and ‘egalitarian/stateless societies’ like the Igbo of West Africa also provide examples of alternative political models. These different ways of organising the political can open up a discursive and praxis imaginary of the political that goes beyond the nation-state.

In many indigenous African societies, people, relationships and the knowledge embedded in them were more valued than material goods. The global capital system, however, has steadily devalued people, especially knowledgeable Africans who are placed at the bottom of a hierarchy, even while the system profits off the knowledge they hold in agriculture, medicine, knowledge production, and various other domains. In Equatorial Africa how much knowledge one had, understood as skilful generative action (not information) was highly valued. At present, however, extractive control over people, and the Earth, not the ownership of knowledge (productive skilful action) is what is more highly valued. A reframing of wealth using indigenous concepts of knowledge and skill might change how we organise our economies and societies, re-appreciating both the time and knowledge inherent in agroecological food production, craftwork, and forms of artistic production. It can also provide pathways out of global capitalism.

Statistics about Africa’s rapid urbanisation abound. Valuing and integrating indigenous forms of urbanism might hold answers to the challenges this presents. For example, urban agriculture was an integral part of several indigenous urban centres. Encouraging and supporting urban agriculture in African cities today might allow us to create cities that feed themselves. The floating city of Makoko in Lagos lagoon was settled 200 years ago. Today the ingenuity of design, construction, and socio-economic life in Makoko is under threat of demolition for ‘development’. A historical understanding of living in Makoko, coupled with an appreciation of the layers of knowledge and skill represented might allow imagination of indigenous urban development. Indeed, the residents of Makoko have been innovating it for 200 years already.

Conclusion

Tracing African pasts through the interlinked lenses of agency, possibility and imagination allows us to counter-narratives of Africa as a blank slate, to challenge the privileging of whiteness and Europeanness, and to debunk myths about Africans as people who are destructive or unchanging. It allows us to illuminate diverse possibilities of human living to build on against the hegemony of a present moment that unsees and devalues us. For Africans, studying African history is an opportunity to trace the stream of African living for the last 200, 000 years.

Unseeing was a colonial predicament. There is no reason why we must continue with these glasses on.

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