“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.
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.
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.
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.
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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Equality, Family and Unpaid Domestic Work: Kenyan High Court Ruling
The judgment of the Kenyan High Court joins a global constitutional conversation of how institutional inequalities within the family may be judicially redressed.
In an interesting judgment delivered earlier this month, the High Court of Kenya at Nakuru held that the housework and care-work performed by a female spouse (the plaintiff) entitled her to an equal share of the matrimonial property at the time of the dissolution of marriage. The facts of MW v AN were that the parties were married in 1990, separated in 2003, and divorced in 2011. The dispute centred on the fate of a house constructed at Nakuru. While the house was registered in the name of the male spouse (the defendant), the plaintiff argued that she had taken out extensive loans to finance the purchase of the land and the construction of the house. Moreover, despite having a job herself, she had been the sole caregiver in the family. The defendant, for his part, argued that not only had he bought the plot on his own, but had also been providing financial contributions towards the upkeep of his wife.
The High Court of Kenya at Nakuru held that the housework and care-work performed by a female spouse (the plaintiff) entitled her to an equal share of the matrimonial property at the time of the dissolution of marriage.
Justice Mumbua Matheka observed that Section 6(7) of the Matrimonial Property Act of 2013, matrimonial property “vests in the spouses according to the contribution of either spouse towards its question, and shall be divided between the spouses if they divorce or their marriage is otherwise dissolved.” In Echaria v Echaria, it had been held by the Court of Appeal that where there was a “substantial but unascertainable contribution” by both parties, a default rule of equal division would apply. The question, of course, turned upon the meaning of the word “contribution”.
In this context, Justice Matheka observed that “contribution” would have to include not only tangible financial contribution, but also the “unseen” contribution of housework and care-work. In paragraph 38, she observed:
This other part of mothering, housekeeping and taking care of the family is more often than not not given any value when it comes to sharing matrimonial property. It is easy for the spouse working away from home and sending money to lay claim to the whole property purchased and developed with that money by the spouse staying at home and taking care of the children and the family. That spouse will be heard to say that the other one was not employed so they contributed nothing. That can no longer be a tenable argument as it is a fact that stay at home parents and in particular women because of our cultural connotations do much more work (house wives) due to the nature of the job . . . hence for a woman in employment who has to balance child bearing and rearing this contribution must be considered. How do we put monetary value to that process where a woman bears the pregnancy, gives birth, and takes care of the babies and where after divorce or separation she takes care of the children single handedly without any help from the father of the children. . . . Should this court take this into consideration when distributing matrimonial property where the husband as in this case is left in the matrimonial home where the wife rents a house to provide shelter for herself and the children? I think it should count, especially where the husband has not supported the raising of the children, has not borne his share of parental responsibility.
Furthermore, this would have to be determined by evidence:
It is time that parties took time to give evidence, sufficient enough to support the value to be placed on the less obvious contribution. It is unfair and unjust for one party to be busy just making their money (the ‘seen’ income) while the other is doing two or three other jobs in the family whose income is ‘unseen’ and then claim this other one did nothing. This attitude is so entrenched we still hear women especially who are housewives say: sifanyi kazi (literally I do not do any work) simply because they do not leave the home to go earn money elsewhere.
Consequently, Justice Matheka held that notwithstanding the fact that the matrimonial property was registered in the name of the husband, the maximum “equality is equity” would apply, and that consequently “the property be valued, sold and each party have 1⁄2 share of the proceeds of the sale.”
Justice Matheka’s judgement is important because of the explicit recognition it gives to “unseen” and unpaid housework, within the context of domestic relationships; as has been well established by now, across the world and across societies, within the institution of the family, the burden of such work is gendered in nature (see, e.g., The Second Shift) – and often, unseen and unpaid domestic work by the female spouse is what “frees up” the male spouse to enter the labour market and engage in the kind of financially remunerative work that, ultimately, results in (for example) matrimonial property being bought with “his” money, and therefore registered in his name. Thus, departures from traditional notions of property are essential in order to do justice in and within the institution of the family.
It is important to contextualise this judgment, both within the framework of Kenyan and comparative law. In Kenya, the default position used to be (as in many other countries) that only financial contributions were to be taken into account in calculating respective shares in the matrimonial property upon dissolution of marriage. Explicitly seeking to change this, the Kenyan Constitution of 2010 contained Article 45(3), which – borrowed from CEDAW – states that, “Parties to a marriage are entitled to equal rights at the time of marriage, during the marriage and at the dissolution of the marriage.” In her book, Equality in Kenya’s 2010 Constitution (2021), Dr Victoria Miyandazi notes that the intention behind Article 45 was, inter alia, to address “harmful practices such as . . . unequal claims to matrimonial property upon divorce.” In Agnes Nanjala Williams vs Jacob Petrus Nicholas Vandergoes, the Court of Appeal directly applied Article 45 between two private parties to mandate an equal division of assets between the spouses, even in the absence of a statutory framework (“horizontal application of rights”).
Justice Matheka’s judgement is important because of the explicit recognition it gives to “unseen” and unpaid housework.
This position, however, was arguably overruled by the Matrimonial Property Act of 2013, which required judges to take into account the relative contributions of the spouses (as indicated above), but also explicitly specified that the word “contributions” included “domestic work, childcare, and companionship.” The Matrimonial Property Act was challenged by the Federation of Woman Lawyers on the basis that the displacement of the 50 per cent rule in favour of “non-monetary contributions” would restore the gendered inequality within marriage, based on the difficulty of calculating non-monetary contributions. This challenge, however, was rejected by the court.
In that context, the judgment in MW v AN is important, as it essentially restores the position of the default equality rule where there is evidence of “non-monetary contribution”, and allays fears that judiciaries that might not have entirely broken out of patriarchal norms will use the vagueness of the statutory clause to devalue housework or care-work.
Furthermore, this is a position that has been advanced by progressive courts across the world. Perhaps the most outstanding example is New Zealand, where the Property Relations Act of 1976 established a presumption of equal sharing at the time of dissolution, and specifically provided that financial contribution was not to be treated as weightier than non-financial contribution. In numerous judgments interpreting the Property Relations Act, the New Zealand courts have interpreted it with a view towards fulfilling the statutory purpose of achieving the “equal status of women in society”, holding, for example, that wherever the provisions of the Act were ambiguous, the default presumption would be in favour of the property being matrimonial/joint (and therefore, subject to equal division).
The judgment in MW v AN is important, as it essentially restores the position of the default equality rule where there is evidence of “non-monetary contribution”.
Indeed, Justice Matheka’s language is also remarkably similar to a 1992 judgment of the Colombian Constitutional Court. In Sentencia No. T-494/1992, the Constitutional Court was considering the eviction of a widow from the matrimonial home; the widow’s non-monetary contributions had not been taken into account in determining whether or not she had a legal interest in the home. The Constitutional Court noted that such a position would have the effect of “invisiblising” domestic work, and deepening inequalities within social relations. The court went on to question the “artificial” distinction between “productive” and “non-productive work”, and noted that refusal to factor in unpaid domestic work would violate the Colombian Constitution’s guarantee of equality and non-discrimination.
The judgment of the Kenyan High Court, thus, joins a global constitutional conversation of how institutional inequalities within the family may be judicially redressed; and it also, I submit, advances the goals of Article 45(3) – itself a fascinating constitutional provision. For these reasons, it deserves careful study by students of comparative constitutional law.
The False Narratives That Stand in the Way of Our Future
Science vs the arts is a false dichotomy. We must intertwine our artistic skills with our scientific insights to invent our future.
Over the last few years, I have come to understand at least three narratives that some Kenyans use to wish away the contradictions of the Kenyan state. No matter how much such Kenyans are presented with evidence of changing times or with history that gives a different perspective, they will repeat these narratives louder to drown out the other voices.
Behind all these narratives lies an effort to wish away the fragmentation of the people by the Kenyan state. But, more than that, these narratives are protected by the curriculum of the public schools which does not allow the teaching of the arts, and particularly the teaching of history. Kenyans are thus denied the opportunity to develop their intellectual capacity to understand not just the limitations of the Kenya state, but to understand the reality of the world in the 21st century.
These narratives are: Social issues such as crime, truancy and drug abuse afflict young men due to the neglect of the “boy child” (by whom, it is never clear), which in turn is due to advocacy for girls by Western feminists; Tanzania is communist and Kenya is capitalist; more Kenyan students need to study the sciences because that’s what the job market needs.
The boy child
Kenyans use the narrative of the neglect of the boy child to deflect questions that affect mostly poor young men, such as police brutality against men, the flawed masculinity promoted by the Kenyan male elite, and the culture of rape that is not only sexual but also financial, intellectual and environmental. By avoiding such analysis, we evade acknowledging that although Kenyan men dominate property ownership and positions of power, those men belong to a socio-economic minority.
Not dealing with the interaction between gender and class allows us to cling to the hope that manhood can be a ticket for all Kenyan men to gain same access to the wealth and power enjoyed by the ruling class. The reality is, though, that this model of the state cannot accommodate more than a minority with that much wealth and power. But rather than dismantle this exploitation, Kenyans would rather blame girls. Imagine that. We adults are blaming children for our failure to establish an equitable society.
This distraction of Kenyans from the inequality of the state is further integrated with race through Kenyans’ focus on Western feminism. Ironically though, the goal of Western feminism is exactly that: to silence questions about the Eurocentric global system and instead simply negotiate white women’s place in it. And this argument has been made for decades by scholars like Micere Mugo, Oyeronke Oyewumi, Ifi Amadiume and Amina Mama, while men such as Ousmane Sembene and Thomas Sankara have tied women’s freedom to African freedom as a whole. However, Kenyan education is grossly Eurocentric. Many graduate students have never heard of these names, and what many Kenyans know of feminism is what they read from white American evangelicals, whose thoughts are shared every Sunday on many Kenyan pulpits.
The narrative of communist Tanzania vs. capitalist Kenya is equally twisted, especially when one remembers that the Berlin Wall fell twenty-seven years ago and the Soviet Union collapsed twenty-five years ago. However, holding onto this myth serves a purpose: it helps us avoid asking questions about our country’s internal exploitation and poor foreign policy choices. The narrative also comforts a certain superiority complex that is rooted in eurocentrism. We think we’re better than Tanzanians because we’re richer. However, we forget that the “we” who are richer are a minority of Kenyans, all thanks to tribalism, which enables us to “share” in the wealth of the privileged few in our respective ethnic groups. In tribalist thinking, kumeza mate ndiko kula nyama, to swallow saliva is to eat meat.
We can also avoid the reality that Tanzania may have a point in questioning the Economic Partnership Agreement (EPA) that Kenya has enthusiastically signed with the European Union. Already, there are credible voices, like former president Benjamin Mkapa and scholar Horace Campbell, indicating that the EPA will benefit only the flower industry (whose members include colonial settlers), and will take the rest of Kenya to the cleaners. But instead of us asking whether our own government signed the EPA agreement in the interests of the Kenyan people, it is easier to dismiss Tanzania as “communist” and “cold” towards Kenya.
We have also not come to terms with the history of Kenya’s anti-African foreign policy choices since independence. In word, Kenya publicly declared opposition to apartheid, but in deed, Kenya did not support the ANC and was, in fact, trading with apartheid South Africa. Tanzania, on the other hand, was a base for the ANC. A similar thing happened with the genocide against the Tutsi in Rwanda. As Tanzania welcomed Rwandan refugees, Kenya was home to the rich génocidaires (President Juvenal Habyarimana’s wife was one of those who fled to Europe through Kenya). At the height of the killings, Kenya sent a planeload of Tutsi refugees back to Rwanda. What happened to those refugees is anyone’s guess.
Education: Science vs. arts
In the war against the arts, the narrative of science vs. the arts deflects responsibility for a crawling economy from the leaders to the people. If graduates are jobless, the narrative implies, it is because the graduates are studying the wrong subjects in school, not because the greed and stupidity of the Kenyan ruling class has been an obstacle to the economy expanding to accommodate all talents and professions. That is why the truth that medical and engineering graduates are not getting employed, and the few who do find work are not getting paid, has not yet entrenched itself in public conversations about careers in the sciences.
The problem is that this narrative against arts education is stuck in the industrial era (yes, the 19th century in the West, not Africa), where the governments and industries expected mass education to produce workers for factories. The world has since moved on to the information age, where the automation of knowledge by computers means that “progress” is determined by access to information. And experts are now talking of a conceptual age where what counts is not only information, but also the ability to use it creatively, otherwise called innovation.
In the war against the arts, the narrative of science vs. the arts deflects responsibility for a crawling economy from the leaders to the people.
The division between arts and sciences is traumatizing, even to the individual learner. I remember our frustration as form five students being forced to choose between sciences and arts. A number of us actually loved mathematics and scored distinctions in O levels, but we were told that if we did mathematics we had to do biology, chemistry or physics, in which we were not interested. Can you imagine what innovations would have come out of my generation had we been allowed to do both arts and science, even at university?
What this means is that the whole science vs. arts narrative is literally useless. And yet, the Jubilee government has entrenched this schism, with the Education Cabinet Secretary and his boss, the Deputy President, attacking arts programmes as irrelevant to the country’s needs. As if that is not bad enough, the proposed new curriculum talks of separating schools into “talent” and “technical” schools.
This country does not need to widen this schism in knowledge but to narrow it, so that our youth learn to combine data and information with creativity, and in so doing, craft solutions at both the macro and micro level. Kenyan students should be able to do mathematics and linguistics, or music and physics, agriculture and fine art, or history of the sciences, if they so wish. But instead of bridging this gap, the government is stuck in the 60s, when it saw science and arts as opposite poles.
Worse, the government is basing this division on the equally archaic idea of the job market that belongs to the days of independence. In those days, the government was so desperate for Africans to fill the posts left behind by colonialists that people were guaranteed jobs even after primary school, and they would rise up the ranks in those careers and then retire. But that era no longer exists. These days, a growing proportion of people are in careers different from the ones for which they were trained, and are likely to have changed jobs at least four times before they retire. The job market is no longer the same. What we need is a critical and creative reflection on what these changing times mean for education.
Dealing with our contradictions
We Kenyans need to stop hiding behind dated narratives of colonial tribalism and the Cold War and develop the guts to confront the good, the bad and the ugly of our history and our national consciousness. We must not shy away from asking ourselves difficult questions about what colonialism actually did to us, how that colonialism is deeply embedded in the current political culture, and how that exploitation is masculinized and transmitted through the education system. We can get the facts about our oppression from science and the social sciences. But we can only face the accompanying dread and implications for social change through the arts.
Experts are now talking of a conceptual age where what counts is not only information, but also the ability to use it creatively, otherwise called innovation.
We also must realize that the reason successive Kenya governments have deliberately discouraged us from learning the arts, and particularly the history of Kenya and of the African continent, is not because they are concerned with development needs. The political class does not want us to understand the reality that we the people are slaving away to enrich a minority.
The schisms that divide Kenyans from each other along ethnicity and gender, or separate Kenyans from their neighbours, or delude us that our professions have no link to our talents, all serve to prevent us from making connections across time, space and cultures. We understand our realities only with a healthy dose of the arts, and we can only craft solutions by weaving our creativity with the tools of science and all the knowledge available to humankind.
We must therefore reject these narratives that fragment the Kenyan psyche along gender, ethnicity, religious and professional lines. Let us choose to uproot patriarchy, misogyny and religious bigotry, to understand our continental history, and to intertwine our artistic skills with our scientific insights. Only then can we, as Thomas Sankara said, dare to invent the future.
I Write What I Like: Steve Biko’s Legacy of Black Consciousness and Anti-Capitalism Revisited
Continuing our look at the life of Steve Biko, Heike Becker writes about two extraordinary events.
In 2015 students at South African universities rose up in a mass revolt. Young women and men born after the end of apartheid in 1994 demanded free education; they forcefully insisted that tuition fees be scrapped, and also that the contents, methodologies and academic teachers reflect the post-apartheid ‘free’ South Africa.
In the new student movements the legacy of Steve Biko, who was murdered by the apartheid regime on 12 September 1977 became important again. Young students regarded Biko’s call to autonomous Black action as still relevant for contemporary South Africa. Black Consciousness philosophy gained significance again when students insisted upon the reform of curricula, which they said conveyed racist and colonialist forms of knowledge and ignored, even scorned African intellectual experience. Calls on black people to first free their own minds, become conscious of their own, and each other’s conditions and work together to change the material conditions of black students have been the guiding principles of the new South African student movements as they were for the generation of the 1970s.
A brush with the police: Biko’s early politicisation
Stephen Bantu (Steve) Biko was born in what is today the Eastern Cape province of South Africa on 18 December 1946. His father worked as a policeman, and later as a clerk in the King William’s Town Native Affairs office. He was also enrolled for legal studies at the University of South Africa (UNISA), the distance-learning university. Steve’s father died suddenly in 1950, when Steve was four years old. His mother subsequently raised the children on her own, working as a cook at a local hospital.
In 1962 Steve started his senior secondary schooling at the famous mission educational insitutiton in the Eastern Cape, Lovedale college, where his elder brother Khaya was already a student. Khaya, who was politically active with the Pan Africanist Congress (PAC), became a major influence on Steve’s introduction to resistance and liberation politics. A few months into Steve’s studies at Lovedale the Biko brothers were taken into custody by the police. Khaya, who was suspected of being involved with Poqo, the armed wing of the PAC, was charged and sentenced to two years imprisonment, with 15 months suspended. Steve was interrogated by the police and though released he was subsequently expelled from the school after only attending it for three months.
Though he was forced to return home he continued going to classes at Lovedale, where he became friends with Barney Pityana, at the time a student at the school. This friendship became significant in the formation of the Black Consciousness movement, and especially the South African Student Organisation (SASO).
Black Consciousness ideology and the formation of SASO
SASO arose out of profound revolts against apartheid and institutional racism, which spread across South African universities from the mid-1960s. In 1968 at Fort Hare, a fairly independent black institution for higher education, students boycotted the installation of the new rector Johannes Marthinus de Wet, a member of the Afrikaner broederbond (a secret society of male white nationalists). Later in the year the university was closed and 23 students, among them Barney Pityana were not allowed to come back. Significantly, a new organisation of student protest arose in the very last days of 1968 when SASO was founded during a meeting, exclusively attended by black students. This event took place at Mariannhill, a Catholic mission west of Durban, and the site of St. Francis College, a coeducational independent secondary school, which was the alma mater of Biko, from which he had matriculated with very good grades in 1965 and subsequently taken up studies at the ‘non-European’ medical school of the University of Natal. Biko became the new organisation’s first President when SASO was officially inaugurated at the Turfloop campus of the University of the North (UNIN) in July of the following year.
The developments that led to the formation of SASO need to be understood in the politics of South Africa’s 1968 moment, a reinvention of the politics of protest. The late 1960s and early 1970s saw the emergence of new repertoires of resistance in student protests. Yet SASO’s formation was also due to the complex relations of black students with the country’s long-existing national student organisation NUSAS (National Union of South African Students). NUSAS, which had been founded in 1924, was open to students of all races.
At the ‘black’ universities which had been established as apartheid institutions in the early 1960s small numbers of students joined NUSAS, and at some institutions battles took place for permission to form autonomous Student Representative Councils (SRC) and to affiliate to NUSAS. Yet there also was frustration about racist tendencies within the student association. At issue was that NUSAS despite its multiracial membership was essentially dominated and controlled by white students.
In 1968 Biko and others thus formed SASO, which for political reasons offered membership to students of all ‘black’ sections of the population, which included those assigned to the apartheid categories of ‘African’, ‘Coloured’ and ‘Indian’. In 1971 the SASO Policy Manifesto set out the Black Consciousness doctrine.
On the organisational level, the SASO activists held that to avoid domination by white ‘liberals’ black people had to organise independently. In 1970 Biko wrote in the SASO Newsletter, suggestively signing as ‘Frank Talk’:
The role of the white liberal in the black man’s history in South Africa is a curious one. Very few black organisations were not under white direction. True to their image, the white liberals always knew what was good for the blacks and told them so…
Nowhere is the arrogance of the liberal ideology demonstrated so well as in their insistence that the problems of the country can only be solved by a bilateral approach involving both black and white. This has, by and large, come to be taken in all seriousness as the modus operandi in South Africa by all those who claim they would like a change in the status quo. Hence the multiracial political organisations and parties and the ‘nonracial’ student organisations, all of which insist on integration not only as an end goal but also as a means.
Black Consciousness as SASO’s official ideology was profoundly influenced by the SASO leadership’s reading of Frantz Fanon, particularly the militant philosopher’s Black Skin, White Masks and the African-American Black Power movement. In the early years the focus was on the psychological empowerment of black people; they believed that black people needed to rid themselves of any sense of racial inferiority, an idea they expressed by popularizing the slogan ‘black is beautiful’. As early as 1971, the SASO leadership discussed proposals to cast off the students-only attitude, including the formation of a Black Workers’ Council (later renamed the Black Workers Project) and launched the Black People’s Convention (BPC), a new political movement that would soon run alongside SASO. Practically the activists organised Black Community Programmes (BCPs).
In the early years of its existence, the all-black SASO was allowed space to grow at the black universities, in part because the government regarded the separate black student association and its emphasis on largely psychological-oriented black consciousness as quite compatible with the apartheid ideology. They were to learn soon that SASO, and more generally the ‘black conscious movement’ that Biko promoted, posed a major threat to the regime. But by the time that SASO began to be more active in political campaigns, from about 1972 onwards, the organisation had established already firm structural roots, which made it difficult for the government to entirely suppress it.
An early example of the dialectics of repression and radicalised politicization included the 1972 student protests at ‘Turfloop’ after the Student Representative Council (SRC) President, Onkgopotse Tiro, was expelled after speaking out against Bantu education during a graduation ceremony at the university. 1974 became a crucial year. In January SASO officially condemned the presence of the Apartheid forces in Namibia; the organisation also reaffirmed the non-collaboration stance of the Black Consciousness Movement and condemned the Bantustan leaders. In September of the same year a rally celebrated the ascension of FRELIMO (the Mozambican liberation movement under the leadership of Samora Machel) into power in Mozambique was held despite the refusal to grant permission for the action.
Repression followed suit. Eighty SASO and BPC leaders were detained without trial for their support of the pro-FRELIMO rally and during the following year tried at the Supreme Court in Pretoria, eventually in 1976 they were sentenced and incarcerated on Robben Island. In 1974 SASO was listed as one of the affected organisation under the Affected Organisation Act of 1974. This prohibited it from receiving foreign funding to pursue its objectives. In July 1975 SASO held its annual conference under very difficult conditions. Only one member of the executive committee could attend the meeting. The rest of the executive members were either banned or had been arrested. Finally in October 1977, SASO and other Black Consciousness organisations were banned under the Internal Security Act. The most brutal example of repression of course was the murder of Steve Biko while in detention in September 1977.
The ‘Durban Moment’
As South African student politics radicalised, the protests initially confined to university politics grew beyond campus concerns; they became instrumental in laying the grounds for the new black trade unions that emerged in the 1970s. In some instances, black and white students, and a few younger, radical academics, worked together in these new-left politics. Radical academics were involved particularly in the efforts around strikes and black labour unions. The connection between students, radical academics, workers and other marginalised social groups becomes brilliantly apparent in the ‘Durban moment’, probably the most significant political development ensuing from South Africa’s 1968. The ‘Durban moment’ is often regarded as the beginning of the new wave of resistance that led to the Soweto uprising, the massive uprisings of the 1980s and eventually the demise of the regime.
Early 1973 saw a massive strike wave in the port town of Durban. By the end of March 1973, almost 100,000, mainly African workers, approximately half of the entire African workers employed in Durban, had come out on strike. Through songs and marches, workers made their demands heard – the first public mass action since the political activism of the 1950s. This was political action, and also more immediately a labour revolt; workers exercised the power of factory-based mass action.
What looked like spontaneous strikes, originated in a complex mix: low wages, the humiliation of pass laws and racism, the hardship of migrant labour, forced removals, and significantly the denial of black workers’ right to organize. The strikes signalled the growth of militant non-racial trade unionism, and in a wider sense a revived spirit of rebellion in the country.
There were links between the eruption of workers’ action and the underground liberation movements; the resurgence of Marxist thinking among a new generation came into play. There was however also, though this has sometimes been denied, decisive influence of the recently emerged Black Consciousness movements’ ideas. Of special importance was the links between activist intellectuals, who in different ways embodied South Africa’s 1968 moment, thinking in new ideological perspectives, and having tried out new methods of activism. Most significant here was the special political alliance, intellectual and personal friendship between Steve Biko and Richard (‘Rick’) Turner, a lecturer in political philosophy at the University of Natal, who held a doctorate on the political works of Jean-Paul Sartre, which he had completed at the Sorbonne in Paris. In the early 1970s Turner was a researcher into labour issues, and a community and labour organiser in Durban, deeply influenced by the French Left, including Althusserian readings of Marxism.
Turner’s and Biko’s philosophical and political ideas significantly shaped the massive strikes in Durban in the early 1970s and continued to impact on the resistance movement against apartheid in different ways throughout the 1980s. Biko’s radical emancipatory Black Consciousness ideology in conversation with Turner’s anti-capitalist notion of ‘participatory democracy’ provided a brief glimpse into the possibilities of another South Africa.
The murder of Biko while in police detention in September 1977, and the assassination of Turner a few months later, in January 1978 at his home in Durban were devastating for their families, friends and comrades. They were shattering too for the country’s politics of resistance, closing off new non-authoritarian radical forms of resistance. Biko’s (and Turner’s) imaginative power and creativity, and their reflection on alternatives to apartheid beyond the management of the state by the liberation movement in power remains a tremendous inspiration.
This article was first published in the Review of African political Economy (ROAPE).
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