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Money Matters: The Financial Crises Facing Universities

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The quality of education in African universities has been steadily declining in the face of financial instability. This is having an impact on the employment prospects of graduates.

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Over the past several months, there have been numerous conferences on the state of higher education in Africa and around the world, some of which I’ve participated in and even given keynote addresses. From these conferences, and the increasingly frantic higher education media, it is clear that the spectre of financial instability and unsustainability haunts many universities in the developed and developing countries alike, from the United States to Kenya. The challenges are, of course, mediated by local contexts embedded in levels of development and socio-economic inequalities, prevailing political cultures and ideologies, institutional histories and capacities, and a confluence of other forces.

In the United States, the outlook for universities has largely been negative over the last decade. According to Moody’s, in its 2019 higher education outlook, “Increasing expenses outpace constrained revenue for most universities and colleges…owing to constrained tuition revenue growth, the main revenue stream for most universities and colleges…Colleges and universities will look to further control costs, which will lead to longer-term challenges related to programmatic and capital investment. For most colleges, rising labor costs, which are roughly 65%-75% of expenses, will remain the largest hurdle.”

Moody’s forecast for 2020: “The outlook for the US higher education sector has been changed to stable from negative,” underpinned by “revenue growth in the 3%-4% range over the next year or so, driven mainly by larger, comprehensive universities.” It continues: “Over the longer term, social risks will continue to transform the US higher education sector, with demographic changes presenting both challenges and opportunities…Governance will remain a key differentiator among higher education institutions…Those that are able to identify their strengths and weaknesses and take appropriate action where necessary will fare better than those that remain reactive.”

In 2016, a report by Ernest & Young found that 800 institutions (largely concentrated among small universities and colleges excessively dependent on tuition) were facing the most serious risks. Some experts predict up to a quarter of American colleges will become extinct within a decade. Whether such predictions come to pass or not, the rate of closures has accelerated. Equally troubling is the staggering growth in student loan debt. In 2018, it reached $1.5 trillion, encompassing 44.2 million borrowers. This was higher than credit card debt. In fact, student debt is the second biggest source of household debt after mortgages in the United States.

The growth in student debt reflected changes in the financing model of American higher education, which is fueled by the neoliberal ideology unleashed by the Reagan administration and followed by successive administrations. Increasingly regarded as a private rather than public good, state funding for education declined, and student aid support shifted from grants to loans. Cash-strapped universities resorted to several strategies, including raising tuition and diversifying their revenue streams. On the expenditure side, they embraced cost-cutting, especially on tenure-stream (permanent) faculty employment, one of the largest expenses for universities.

Between 1980 and 2018 tuition grew by 213% at public institutions and 129% at private ones. This was higher than the growth in wages or the rate of inflation. Up to 70% of American students currently graduate with debt. According to Business Insider, the average student loan debt per graduating student who took out a loan reached $29,800 in 2018. More than a hundred people owed over $1 million compared to 14 people in 2013! And more than 3 million people aged 60 and above owed over $86 billion. The crippling burden of college tuition has risen to the top of the political agenda in the Democratic Party’s primaries for the 2020 US presidential election. As can be expected in such a racialised society, black graduates have more debt than their white counterparts.

As for faculty, the proportion of tenure-track faculty declined precipitously while that of contingent faculty rose, reaching 73% of all faculty in American colleges and universities in 2016, according to data from the American Association of University Professors. The remuneration and working conditions of contingent faculty are often abysmal; they typically don’t have benefits and some make less than the minimum wage. The academic media is full of heartbreaking stories about some contingent faculty subsisting on food stamps and making less than teenagers working in fast food joints.

Up to 70% of American students currently graduate with debt. According to Business Insider, the average student loan debt per graduating student who took out a loan reached $29,800 in 2018.

The expansion of the lumpen-professoriate of contingent faculty weakens the academy as a whole. It hurts students because these faculty are often hired by the hour, not given institutional support, and tend not to participate in departmental affairs, all of which deprives students of robust faculty engagement. It also undermines all faculty by threatening the integrity of faculty work, limiting the distribution of faculty service responsibilities, creating hierarchies among faculty, and eroding academic freedom, which vulnerable contingent faculty are hardly in a position to exercise.

The case of the US underscores the fact that financial challenges and their implications for students and faculty and the entire higher education enterprise are not confined to the Global South. This should be both a source of solace and sobriety for African universities. Solace because it shows that the challenges are not peculiar to African countries and higher education institutions. Sobriety because we cannot import turnkey solutions from elsewhere. Rather, we must think strategically, smartly, and systematically and devise solutions that will ensure financial stability and sustainability for our institutions.

Kenya’s bankrupt universities

In Kenya, it is not an exaggeration to say that the majority of the country’s universities are virtually bankrupt. Many are unable to pay salaries on time, remit statutory obligations for health and pensions, or provide adequate faculty, teaching and learning facilities, as well as student accommodation and support services. The Kenyan media is replete with stories about the billions of shillings public universities, including some of the largest and oldest ones, owe in statutory obligations and to their service providers.

The financial challenges facing most African universities, including those in Kenya, arise from the fact that they are primarily dependent on tuition. There is a mismatch between the rising demand for education, which is escalating because of the continent’s youth bulge, and the ability of students to pay the full costs of a quality university education, as well as the absorptive capacity of institutions to provide student aid. As public funding per university student has generally declined, while instructional costs have increased, both the universities and students suffer, which is reflected in falling quality and standards.

It becomes a vicious cycle: poor quality education undermines graduate employability, which burdens families and undermines their capacities to recover investments already made in education and to cover any future costs. This serves to reinforce questions about the value proposition of higher education. It helps explain the extreme sensitivities about tuition increases among students and their parents or guardians.

The fact of the matter is that notwithstanding the hype about Rising Africa/Africa Rising, one of whose indicators is ostensibly the expansion of the middle classes, the majority of students in African universities are from lower middle income, working class and peasant backgrounds. Upper middle income and rich families tend to send their children abroad—to Europe, North America, and the emerging economies of Asia, such as India, Malaysia, and China—because they have little confidence in the quality of local universities. This is well articulated in a story in the Business Daily of May 6, 2019, entitled “Local universities are facing serious crisis of confidence.” Those who vote with their wallets for their children’s education abroad often includes parents who were educated at local universities, at least for their first degrees.

It becomes a double jeopardy for Kenyan universities: they are unable to attract students from their own countries and foreign students with the ability to pay for the full costs of high quality university education. African universities are not serious players in the lucrative international student market. Out of the 5.09 million internationally mobile students in 2018, Africa accounted for a mere 4.39% per cent of inbound students, but 10.26% of outbound students. The financial situation of universities in Kenya has been compounded by student demographics in terms of the number of students qualifying for university entry. For the past four years, the pool of Kenya Certificate of Secondary Education (KCSE) students qualifying for university entrance has been historically low.

In 2018, out of the 660,204 candidates who sat for KCSE examinations, only 90,755 (13.74%) scored C+ and above, the minimum grade for university entry. In 2019, out of the 697,222 candidates, 125,746 (18.05%) got C+ and above. The available capacity in the country’s 74 universities in 2019 was 145,338, and in 2020 it is 193,878. Thus, the proportion of qualified students from the 2018 and 2019 KCSE results was 62.44% and 64.86%, respectively, of available capacity. As late as 2015, before the clampdown on cheating and other fraudulent behaviour in national exams, out of the 521,240 candidates who sat for the KCSE examinations, 32.52% or 169,492 got C+ and above. This has resulted in fierce competition among the country’s universities for the limited pool of qualified candidates, which affects their financial bottom line.

Financial constraints affect the ability of Kenyan universities to train, attract and retain qualified faculty. The core business of universities is teaching and learning, research and scholarship, and public engagement and service. Recruitment and retention of top-rate academics is, therefore, imperative. Kenya suffers from acute shortages of faculty and the graduate student pipeline is severely limited. The yearly production in Kenya of PhDs is about 700, below the government target of 1,000. Not surprisingly, only 34% of faculty in Kenyan universities have terminal degrees (my university, USIUAfrica, is an outlier with 73%). The Cabinet Secretary of Education was quoted in the Daily Nation on May 8, 2019 saying that “less than 10 per cent of PhD holders are qualified”. This was attributed to the prevalence of academic fraud, in which contract cheating is rampant. In fact, Kenya reportedly enjoys the dubious distinction of being a leading global centre of contract cheating.

In 2018, out of the 660,204 candidates who sat for KCSE examinations, only 90,755 (13.74%) scored C+ and above, the minimum grade for university entry. In 2019, out of the 697,222 candidates, 125,746 (18.05%) got C+ and above.

Even more critical is the growing discrepancy between the growth in student enrolments and faculty. Between 2011 and 2018, while student enrolments increased fivefold, the number of academics teaching in Kenyan public universities only grew by 13%. Consequently, faculty-student ratios have risen, which in some public universities are close to 1:70. This has severely affected the quality of education and research productivity. In most universities, many of the often overworked and poorly paid faculty are forced into adjuncting, and they rely on outmoded pedagogical practices and curricula. Moreover, student learning is frequently interrupted by employee strikes and student demonstrations.

Higher education is critical to the development of high-level human capital essential for economic growth and sustainable development. Two measures of the contribution of higher education are especially important. One is the employability of university graduates, and the other is research productivity and impact. In African Economic Outlook 2020, the African Development Bank provides a sobering reading on Africa’s unpreparedness for the jobs of the future because of the low quality of its educational systems. The problem cuts across the educational ladder. According to the report, “Many African countries have yet to catch up with the rest of the world in basic skills and education…African students have lower average test scores than students in other world regions. Against global harmonized test scores ranging from 300 to 625, the average African student scored only 374 in 2017.” It is universally acknowledged, that human capital is a key driver of economic growth, but “Human capital contributes less to labor productivity and economic growth in Africa than in other developing regions. This is due partly to the low quality of education, lack of complementary physical capital, and widespread skill and education mismatches.”

The report urges African governments (advice that applies to universities as well) to make strategic choices to build the workforce of the future. “African countries will need to anticipate and build a flexible and productive workforce to meet future challenges. To strengthen worker employability, firm productivity, and inclusive growth, African countries need a national strategy for education and skill development.” The report notes, “A poorly skilled and educated labor force is typically the top constraint mentioned by global executives when considering manufacturing investments in Africa.”

Furthermore, “Because ‘soft skills’ are likely to become increasingly important, education and training institutions should be encouraged to inculcate and reinforce positive values, starting with young children. These attributes include a strong work ethic, honesty, tolerance, respect for authority, punctuality, and pursuit of excellence. These are the intangible characteristics of a high-quality workforce.” Massive investments are required for building educational infrastructure, and in addition to soft skills, the development of critical future skills includes job-specific digital skills, job-neutral digital skills, and ancillary skills related to manufacturing.

Reports on graduate employability in Kenya, as elsewhere across East Africa and the continent, show that there are glaring mismatches between what universities are producing and what the economies need, resulting in graduates spending years “tarmacking” ( a term used in Kenya to refer to the unemployed and underemployed). In fact, in much of Africa, graduate unemployment and underemployment tends to be higher than for secondary school and vocational college graduates. According to one report, a survey by the Federation of Kenya Employers laments, “at least 70 per cent of entry-level recruits require a refresher course in order to start to deliver in their new jobs.” Further, it notes a study by the Inter-University Council for East Africa that “shows that Uganda has the worst record, with at least 63 per cent of graduates found to lack job market skills. It is followed closely by Tanzania, where 61 per cent of graduates were ill prepared. In Burundi and Rwanda, 55 per cent and 52 per cent of graduates respectively were perceived to not be competent. In Kenya, 51 per cent of graduates were believed to be unfit for jobs.”

The conundrum African countries face is that they have low levels of tertiary enrollments, yet their graduates have limited employability opportunities. In 2017, the gross enrollment ratio of Kenya stood at 11.7%, which was below the African average of about 14%, but above the sub-Saharan average of 9%. North Africa accounted for 45% of all African students in tertiary institutions, giving the region an enrolment ratio of 34%, just below the world average ratio of 38%. The enrolment ratio of high income countries was 77%, for middle income countries 52%, and lower middle income countries 24.4%. The enrolment ratios for South Korea and Singapore were a staggering 93.8% and 83.9%, respectively. Kenya hopes to reach a gross enrolment ratio of 15% by 2030. Essential employability qualities (EEQ) go beyond subject knowledge and technical competence.

Reports on graduate employability in Kenya, as elsewhere across East Africa and the continent, show that there are glaring mismatches between what universities are producing and what the economies need, resulting in graduates spending years “tarmacking”…

Acquisition of soft skills is paramount. Graduates with EEQ are good communicators, critical thinkers and problem solvers, inquirers and researchers, collaborators, adaptable, principled and ethical, responsible and professional, and continuous learners. Cultivation of employability skills raises questions about curriculum design, assessment, and teaching methods. It entails the intersection of the classroom, campus, and community as learning spaces for a holistic educational experience.

The classroom requires a transforming pedagogy, adequate learning resources, curricular relevance, balance between theory and practice, passionate and enthusiastic teachers with high expectations, and motivated students. The campus needs robust career services, extra-curricular activities, student engagement, employer involvement, and innovation incubators. And the community contributes through the provision of internships and service learning opportunities.

Low R&D levels

The second mission of universities, through which they make invaluable contributions to the economy and society, is knowledge production through research and scholarship. The low levels of research and development (R&D) among African countries are well known. On average African countries spend 0.5% of their GDP on R&D, compared to a world average of 1.7%, and account for less than 1.5% of global R&D expenditures. Unlike other world regions, much of the R&D in Africa comes from foreign agencies and foundations, not national governments and the local private sector.

Other research indicators are no less disconcerting. According to UNESCO’s Science Report: Towards 2030, in 2014 Africa accounted for 2.4% of the world’s researchers (compared to 42.8% for Asia, the world’s highest), and 2.6% of research publications (compared to 39.5% for Asia, also the world’s highest). The other glaring challenge of research in African countries and universities is its external orientation in terms of focus and outlets. While the world average of publication with external authors was 24.9%, for Africa it was 64.6%

(compared to 26.1% for Asia). Thus, like our dependent economies, African scholarship suffers from what I call epistemic extraversion. No wonder the rankings of African universities are the lowest in the world.

Kenya spends about 0.8% of its GDP on R&D, which is among the highest on the continent. The country’s research output is also relatively high compared to other African countries. In 2018, citable documents per one million inhabitants was 565.1, higher than Ghana’s 565.1, and Nigeria’s 366.2, but far below South Africa’s 4,233.5. Much of this research comes from the numerous research agencies and networks located in Kenya and a few universities.

According to UNESCO’s Science Report: Towards 2030, in 2014 Africa accounted for 2.4% of the world’s researchers (compared to 42.8% for Asia, the world’s highest), and 2.6% of research publications (compared to 39.5% for Asia, also the world’s highest).

It is critical for African countries and universities to develop effective research policies, and support and reward systems. Also critical is promoting modalities of research collaboration that are transformative in terms of interdisciplinarity, interprofessionalism, and internationalization. No less important is ensuring a productive balance between pure and applied research, and addressing theoretical and analytical issues, as well as pressing challenges as identified in national, regional, and global agendas, such as Kenya’s Vision

2030, East Africa’s Vision 2050, the African Union’s Agenda 2063, and the United Nations’ Sustainable Development Goals.

In many of the developed and leading emerging economies, research grants constitute an important source of revenue for universities. It is also quite common for such institutions to have endowed professorships held by some of their most distinguished research faculty, which further brings additional resources and relieves the operational budget of significant employee costs. As far as I’m aware, endowed professorships or chairs do not exist in most African universities. Also, research grants that not only bring administrative overheads, but also supplement faculty income, do not constitute a major source of institutional revenues.

Clearly, Kenyan and universities in other African countries need to develop more reliable and robust revenue streams.

In the second part of this article, I will discuss the various revenue-generating options that African universities are or should be adopting.

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Paul Tiyambe Zeleza is a Malawian historian, academic, literary critic, novelist, short-story writer and blogger.

Ideas

Development as Maendeleo and Its Undergirding Capitalist, Violent and Brutal Nature

Graham Harrison argues that all development is capitalist development. Based on his recent book, Developmentalism, he argues that development is not only risky and likely to fail but also very unpleasant. Contemporary notions of development see it is as a stable, incremental, and positive process but this is a fantasy in which capitalist development is reimagined as a planned, inclusive, and socially just modernisation.

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My book Developmentalism starts with speculation. It imagines Tanzania in 2090 as a middle-income country. Average incomes are an adjusted $12,000; wage labour has expanded and become more regulated; the fiscal effort of the state has improved; large-scale infrastructural investments have increased and generated a more densely connected national market; production has diversified; rates of saving have increased; technological innovations have taken place and been embedded in local production chains.

One might respond to this futurology by arguing that it is a fantasy that ignores well-known diagnostics of Tanzania’s—and more generally Africa’s—development problems and failures. The dependency-minded thinker might refute the optimistic 2090 prospective by arguing that Tanzania is locked into an exploitative global capitalism that makes this kind of transformation impossible. The outcome: Tanzania—and again by extrapolation many other African countries as well—cannot develop because of some combination of its own properties and its location in a global economy.

The book argues that these responses are misguided. There is nothing in Tanzania’s current condition that looks exceptional or categorically different to any other country. There is no need to foreclose the possibility that Tanzania will be a middle-income country in 2090. Yes: Tanzania is unique; it has its own troubled historical and geographical inheritance; and it faces very significant challenges. But, so does everywhere else.

Capitalist development

One of the most powerful bourgeois ideological sleights of hand has been the naming of capitalist development as simply development. ‘Development’ discursively serves to naturalise what is a profoundly disruptive and political transformation, a transformation based in an imposed reallocation of property and wealth that relies on an invigorated and restless putting to work of people, requiring sustained and muscular state action. A transformation, above all, that is extremely risky and unlikely to succeed.

Development is capitalist development. This means not only that it is very risky and likely to fail but also that it is very unpleasant. The bourgeois coinage of development is that it is stable, incremental, and positive sum. In a word: liberal. Liberal development strategies—operationalised through a massive institutionalisation of international aid from the late 1950s—is in essence a theatre of global fantasy, a fantasy in which capitalist development is reimagined as a planned, inclusive, and socially just modernisation. The ideological erasure of enclosure, corporal punishment in law, forced labour, slavery, genocidal frontier expansion, theft and fraud, and war from the concrete manifestations of capitalist development has been sustained through the rolling out of a multi-trillion-dollar aid industry underpinned by an international elite institutionalism.

The fact is that capitalist development is fundamentally Hobbesian: nasty and brutish; destructive of existing community and extremely exploitative. It is in the DNA of capital’s ascendance that it remakes societies for its own purpose and the foundation of that purpose is not ‘making money’ or ‘earning income’ (the liberal vocabulary) but maximising profit, and extracting surplus labour: again and again, maximally and forever.

This brings me to two cardinal points that address our focus back to Tanzania or many other African countries. Firstly, that capitalist development requires the emergence of strong, purposeful, and well-resourced capitals. Secondly, that the conditions under which these emerge are, vitally, politically secured. Let me comment briefly on each.

In relation to the first point, we should note that much of the more progressive mainstream development discourse revolves around capabilities, microfinance, poverty reduction strategies, participatory development, empowerment, and resilience. All of these aid-driven devices are variations on a theme which the book describes as strategies to allow mass populations to ‘enjoy poverty’. That is, to live in an enduring and untransformed condition of material scarcity in meagre relative comfort. This discourse is at heart—and despite the often pleasing imagery it purveys—neoliberal. The story goes something like this: the enhanced capabilities of an individual lead them to secure a loan that allows them to earn a little more money that brings them to purchase a second-hand motorbike, a solar panel, a corrugated roof or a three-month class at a night school to learn accounting methods. Often told in vignette, these narratives bear slender connection to the major engines of poverty reduction which reside in those zones of capitalist industrialisation in northeast Asia and elsewhere in which tens of millions of people have experienced increases in income. All of the evidence indicates that capitalist industrialisation generates poverty reduction not through individual or community vignettes but through the structural changes wrought by capitalist industrialisation.

So, capitalist development is nasty, brutish, and impoverishing and also the world’s most tenacious engine of poverty reduction. It might seem that there is a contradiction here, but it is only apparent, not substantive. Capitalist development is the rolling out of what Anwar Shaikh calls turbulent trends: a collision of disorders set in unstable social relations that in their own dynamics generate the conditions of possibility for a generalised improvement in mass material well-being. Conditions of possibility, no more than this. There is no modernisation-style certainty of mass consumption; there is, paceThe Economist, no inexorable rise of a global middle class. But, in a way that is historically unprecedented, capitalism presents the possibility that a level and breadth of shared wealth can be achieved. This possibility depends on levels of economic growth and productivity and the strength of social mobilisation to makes claims on the commonwealth that capitalism generates and alienates.

The second point indicates what is, intellectually, a considerable lacuna in studies of capitalist development: its normative foundations. The major attraction of liberal visions of (capitalist) development resides in its ability to suture over the violence. The liberal vision is, to twist Rousseau, all freedom, and no force. This is a seductive fiction. It evades what is the most important political question facing any state that aspires to achieve capitalist development: how to engineer the social transformation within which capital can ascend into a dominant position within a national political economy. But this question is unavoidable. The book goes through variants of an answer to this question: England, America, Japan, Taiwan, Israel, China. All different; all the same. All extreme, not exceptional. All coercive, all risky. Only enjoying success after generations of uncertainty, chaos, and violence, and even then, success is not permanent. Developmentalism argues that, in radically different geographical and historical circumstances, all of these states only succeeded in forging capitalist transformation when this transformation was seen as inextricably integrated into a major-order or existential threat to sovereignty. Forging a nation, securing a border, or consolidating a besieged elite’s rule… in these circumstances in which states are seen as inextricably part of a project to promote the ascendance of capital one can identify the emergence of ideologies where capitalist development is not desirable but necessary. This ideological family is developmentalism.

So, the core question for African states that wish to pursue capitalist development is political-strategic. It is not about ‘getting the institutions right’ or good governance. It is broader and more ambitious than that and set in a temporality that is generational, not what economists call medium-term. It requires authoritarian state action—as it did in almost all other cases.

The book’s argument here is unlikeable: that there is no implicit commensurability between capitalist development and rights. If a ruling elite wishes to promote capitalist development it will only succeed if it deploys top-down and coercive state action—through law, programmes of social engineering, and also police action—to reallocate property, discipline workforces, secure exploitation, and push money into ascending capitals. One of the most unhelpful conflations in development studies in Amartya Sen’s development as freedom. To see development as an expanding freedom is to define away the central feature of capitalist development.

This is, of course, normatively very troubling. Does this perspective serve as an apology for forced resettlement, the detention of labour leaders, the top-down enclosure of land and resources for capital? No, it does not. There are three co-ordinates here.

In the first place, a theoretical orientation towards political realism. Realism is not amoral—this is a caricature that cannot really be found centrally in major Realist texts. Realism simply argues that normative politics is contextual: the modes of address to justice and right are not ideally-derived but produced in specific circumstances. So: the normativity of development does not disappear, it simply relocates into the processes of struggle themselves. This orientation leads to a better awareness of the political norms and normative contestation that accompany capitalist development. This is because the focus on rights is enriched through a recognition that socially-embedded political normativity is only in part about rights. It is also about a stability that allows people to see a better future, a sense of value in community and/or nationhood, religious cosmologies, economic growth, and other situated values which can only be understood through actual research. From a Realist point of view, these other value-clusters enjoy equal status with equally contextualised manifestations of rights norms and their significance and value are empirical matters. As a result, normative investigations from a Realist perspective do not insist on an a priori and idealised derivation from universal and absolute rights. And, they are all the richer for that.

Secondly, analytically, the book insists that there must be a separation of rights and development. They are not commensurable. They are antagonistic, or perhaps in the midst of capitalist transformation, highly strained: constantly requiring non-ideal play-offs. Capitalist development requires active deception from states; force strategically deployed; heavy ideological underlabour; secrecy and cronyism. In other words: politics… politics in the sense of making least-worst decisions in the midst of incomplete information and risk. Human rights scholars and activists work within a very well-specified moral universe that is founded on a meta-norm of justice. But this is not the province of the development scholar.

Thirdly, the political agencies that drive justice claims and indeed underpin the sustained demands for generalised material improvement emerge from concrete situations, not idealised norms. Consequently, we need to situate them in the very turbulence of capitalist transformation itself. As political economies change, so do the possibilities for political mobilisation. Normative agency itself develops within organisation, mobilisation, debate, and public action. This is, historically, a story of the changing organisation of labourers, but also of middle-class organisations, and mobilisations that intersect across poverty, race, gender, and other identities. None of these mobilisations exist because they are intrinsically or ideally right; they exist because they are produced within the transformations themselves.

In summary, the normativity of capitalist development is a non-ideal pluralised normativity that is composed within transition itself. It does not accept rights as its master norm because to do so would be to relinquish the necessary acceptance that capitalist development is not rights compatible.

All of which takes us to Rwanda, the African country that ends the case studies in the book. The Rwandan government is clearly not a ‘rights state’. What kind of a state it is, is still intensely contested. Rwanda does illustrate what a contemporary developmentalism might look like. Its future is very uncertain, but the government constantly and heavily claims otherwise, and portrays the government’s strategy as one of national revitalisation and esteem. It has used covert and extra-legal devices to allocate property and wealth in ways that have, arguably and in some instances, been based in securing expanded circuits of accumulation rather than simply graft. It has achieved a high degree of re-engineering of its rural areas through diktats on habitation, cropping, water usage, the formation of co-operatives, agrarian-ecological zoning, village governance, and performance management. It has invested in the infrastructure of an upgraded service economy: IT, hospitality, air freight, and national highways. It has done all of this whilst consistently reiterating a discourse of national economic transformation. The Rwandan government, in the midst of its authoritarianism and security obsessions, pins its legitimacy on its ability to generate development through an ascendance of capital. Its chances of success are slender; its record on human rights is poor; the challenges it faces are major-order or even existential. In short, it is, for now, developing.

This article was published in the Review of African political Economy (ROAPE).

Graham Harrison’s book Developmentalism: The Normative and Transformative within Capitalism is published by Oxford University Press.

 

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Ideas

Diversification and Decolonisation of Economics

Decolonisation requires collective critical critique of knowledge creation through a historical lens — by whom, where, why, and how — to illuminate the embedded colonial practices that are the foundations of existing gender, racial, ethnicity, disability, class, sexuality, geographic, and other divisions.

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The mission of D-Econ (Diversifying and Decolonising Economics) is to promote inclusivity within the content and institutions of the economics discipline due to the dominance of Eurocentric thinking. This situation has occurred because of the longstanding exclusion of alternate views — based on identity (gender, race, geography), and theoretical-methodological discrimination — from the teaching of economics in higher education institutions. Thus, D-Econ argues, the knowledge base and debate of issues to be relevant to the world’s majority needs to include non-white and non-male voices as well as heterodox approaches.

D-Econ’s mission is framed at countering mainstream (conventional) economics. I think this ambition needs to be bolder. It needs to extend beyond the mainstream to explicitly encompass the entire social science discipline of economics.

The mainstream is ‘guilty as charged’. I think many within our heterodox community can be similarly charged.

Many sites that determine ‘legitimate heterodox knowledge’ cannot be characterised as always displaying tolerance and respect for difference. Contributions to heterodox conferences, workshops, journals, teachings, and more, are marred — not just on the odd occasion — by one perspective asserted as the ‘truth’, or reluctance (sometimes even open hostility) for constructive dialogue about the contributions of alternative perspectives. These practices replicate orthodoxy’s ills.

Heterodox economic scholars also have an ethical and moral obligation — thus responsibility — to ‘diversify and decolonise’ their teaching, research, and other practices given our own experiences of marginalisation, exclusion, and disregard by the mainstream. To not do so is tantamount to condoning the discriminatory practices that have buttressed the mainstream’s hegemony.

Diversification and decolonisation will not be — but should be — innate to all members of the heterodox economics community. Deliberative actions are required that require more than — as needed with the mainstream — ‘changing the narrative’.

The praxis of many heterodox economists needs to change. By praxis, I mean the activity of human beings (in this case, heterodox economists) that directly shapes both aspects of social reality (in this case, the teaching of economics and its application to explaining social reality) and themselves as producers of knowledge.

Decolonialisation is not about rewriting or erasing history. Nor can it be achieved by academics and students completing an anti-slavery awareness training module. Decolonisation is also more than the revision of curriculum content, assessment tasks, and reading lists to include scholarly works by women and persons of colour.

Decolonisation requires collective critical critique of knowledge creation through an historical lens — by whom, where, why, and how — to illuminate the embedded colonial practices that are the foundations of existing gender, racial, ethnicity, disability, class, sexuality, geographic, and other divisions.

Decolonisation also requires the ‘practice’ of an ongoing reflexive process given the institutionalised nature, and reproduction, of inequalities in the higher education sector, the primary site of knowledge production.

Decolonisation should not be conflated with diversification. Diversification is more than moving beyond the dominance of white heterosexual Eurocentric male voices in the creation and dissemination of knowledge.

Diversification is also much more deliberative than job advertisements stating that ‘women and minorities are encouraged to apply’, much more than an institution providing training in ‘conscious bias’, and much more than special journal issues, editorial boards, conference panels and workshops including women, persons of colour, or scholars from the Global South. These actions are mere tokenism, as is the advocacy and not the overt practice of theoretical-methodological pluralism in knowledge production and pluralism in the topics investigated.

To achieve and maintain substantive and authentic diversification and decolonisation of economics, the praxis of all heterodox economists needs to embrace a conjunction of interrelated actions. A single action is inadequate for the task. Moreover, unending vigilance is required to embed the ‘gains’ so that these become conceived as ‘norms’.

There are, I contend, four key interrelated actions for heterodoxy to ‘detoxify’ and lead the way on diversifying and decolonising the social science discipline of economics.

One key action is transparency about one’s ‘positionality’.  I am referring to a scholar’s social ontology — her ‘world view’ of the nature, character, basic features, structures, and constituents of social reality — and her epistemological views (how knowledge is created by, for example, observation and induction or model building and deduction). Analytical constructs reflect a chosen research methodology which, in turn, reflects ontological and epistemological beliefs. These should be rendered explicit.

The purpose of social inquiry, and the practice of economics as a social science, should be to explain an ever-changing and increasingly complex social reality. The knowledge produced needs to accord with social reality to be relevant to the many and be able to address persistent issues and crises such as the climate emergency, inequality, and global pandemics. The analytical approach of the mainstream denotes reality as a closed system devoid of social, political, and historical contexts. Thus, issues are falsely framed, and the approach is the antithesis of the research task at hand. Positional transparency evokes openness about the ‘methodological position’ the researcher has taken to the problem under investigation and thus, appropriateness to explain social reality.

Positionality reflects a scholar’s gender, race, ethnicity, history, nationality, geographic location, political views and more. Thus, positional transparency is interrelated with a second action — acknowledgement of the social construction of knowledge, and the exclusionary role that language can play.

Knowledge is situated. Any knowledge created is inevitably framed by the lives and experiences of the knowledge producers (and reflected through their positionality). The language of mainstream scholarship presents it as ‘objective’ and ‘scientific’, and thus authoritative, not influenced by the positions and lives of its creators. This is inherently dishonest and should be always called out.

Explicit acknowledgment that knowledge creation is situated in lived experiences — and thus, are arguments/analyses — recognises that a plurality of explanations is possible. As Sheila Dow wrote 25 years ago, ‘no one knowledge system can capture totality because each is partial, reflecting a vision of reality’.  Visibility of the positioned nature of knowledge will mean greater integrity in scholarship.

Further, the rhetoric deployed by knowledge producers plays a significant role in silencing underrepresented voices, and the reproduction of insular communities. Rhetoric can act as a social control mechanism by dismissing the scholarship of others as ‘biased’ or ‘unscientific’. This should not only be revealed but heterodox economists should consciously seek not to replicate. This, in turn, means clear recognition that the English language actively creates, not just conveys, the message.

Acknowledgment of the social construction of knowledge and language use leads to a third action—a transformative approach to knowledge building and learning. With the inclusion of new information and different perspectives, frank, open conversations can expose the realities of marginalisation, discrimination, and power relations, and societal privilege (not necessarily intellectual superiority) resulting in the ubiquity of white, male, Eurocentric voices.  Knowledge creation and learning then become transformative processes of mutual critique and discovery.

Transparency about positionality, meaningful recognition of the social construction of knowledge and language, and transformative processes for knowledge production and learning are the foundations to enable achievement of a fourth critical action — a decolonised economic pedagogy.

As posited by Kvangraven and Kesar, a decolonised economic pedagogy is effectively structured around at least the following: the economy is consistently treated as embedded within the social sphere; explicit acknowledgement of the bias and values inherent to different perspectives, and the repression of some epistemologies by others; not relying on one perspective or approach nor advocating universality of explanation; exposing students to the Eurocentric underpinnings of different theoretical perspectives; the presentation of knowledge within its colonial and post-colonial contexts; exposing the spectrum of power inequalities within communities; and, taking a student-centred approach to pedagogy requiring teacher-student co-responsibility to create a common co-operative learning space and to create knowledge.

Ongoing attention and effort focused on these four interrelated actions as a conjunction — by all heterodox economists, not a few — will drive meaningful change to the practice and teaching of economics through authentic diversification and decolonisation. If not, the praxis of heterodoxy will remain as susceptible to charges of insularity, bias, and discrimination as the mainstream.

This is article was first published by D-Econ.

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Frantz Fanon: 60 years On

Sixty years after his death from leukemia at the age of 36 on 6 December 1961, and the publication of The Wretched of the Earth, Timothy Wild reviews a new book which reminds us of the relevance of Frantz Fanon. Fanon’s work, Wild argues, continues to engage people by its brilliance, rage, analysis, and hope that the poor can be the authors of their own destiny.

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From the end of May until a few days before Remembrance Day (November 11) flags at Canadian public buildings were flown at half-mast. This unusual occurrence was in recognition of the discovery of hundreds of unmarked graves containing the remains of Indigenous children on the sites of former Indian Residential Schools. The unearthing of the graves shocked many non-Indigenous Canadians, but it came as no surprise to Indigenous Peoples themselves who had long maintained that the graves were there and more would be discovered. They knew that some of their children never came home from these institutions; but their concerns went unheard or were dismissed. Many of the children who did return home were scarred for life, and this trauma then had an impact on the psychosocial wellbeing of future generations. Overall, this chapter is yet another tragic dimension in the history of settler colonialism in Canada.

Residential Schools, the last of which closed in the mid-1990s, were an instrument purposefully designed to undermine the culture and nuanced connections of Indigenous Peoples to time, each other, and the environment. The government and mainstream Christian Churches acted in strategic solidarity in a long campaign structured to annihilate Indigenous cultures, both figuratively and literally.  The schools were just one of the tools used by settlers, and their superstructure, to impose control over the totality of economic, social, cultural, and extractive relations. This campaign has resulted in social dislocation, loss of resources (including land and natural resources) and inter-generational trauma and marks the fact that the dark history of colonialism is still an eternal present in post-colonial Canada.

Part of my journey of understanding this dark history has involved reading and re-reading books on this ever-present historical tragedy, and that’s how I approached a closer study of Glen Sean Coulthard’s book Red Skin, White Masks: Rejecting the Colonial Legacies of Recognition (2014).  Using the work of the Martiniquen born, French educated and Algerian by choice psychiatrist Frantz Fanon (1925-1961) as a foundation – particularly Black Skin, White Masks – Coulthard argues that the conventional politics of recognition currently undertaken in Canada needs to evolve into “a resurgent politics of recognition premised on self-actualization, direct action and the resurgence of cultural practices that are attentive to the subjective and structural composition of settler-colonial power”.  In expanding on Marx by, for example, considering the impact of dispossession of land, as opposed to implementation of proletarian status on Indigenous Peoples, Coulthard applies a Fanonist framework to the current operation of neo-colonialism in Canada, and blends the psychology of the individual with the structural of the collective in his trenchant analysis and, equally important, call for action.

Obviously, the need for attention to the ongoing alienation and dislocation caused by colonialism in postcolonial societies is not only a Canadian phenomenon. The ongoing importance and wide-spread influence of Frantz Fanon in terms of both theory and practice reflects that fact.  Admittedly, there have been highs and lows in terms of Fanon’s place in the academic canon, due in large part to criticism regarding his framing of the role of violence in the process of decolonization, together with the fashionable disregard for meta-theories of liberation.  However, his works continue to inform counter-hegemonic theory and practice around the world, and his words and ideas are as refreshing as ever. Fanon continues to engage people by his brilliance, his candour, his analysis, his guarded optimism and his sense of people being agents in their own destiny.

Coming sixty years after the publication of The Wretched of the Earth and his death from leukemia at the age of 36, Fanon Today: Reason and Revolt of the Wretched of the Earth, edited by activist and scholar Nigel Gibson, provides a solid overview of the relevance of Frantz Fanon to the work of those of us who still believe that a just and humane world is both necessary and possible.  Throughout the volume the contributors provide space and examples of a Fanonist development of radical humanism, which provides for the psychological development of the person within the context of consciousness raising, collective action and structural change. Through a variety of examples, the book also clearly demonstrates the fact that the agents of change do not simply have to be the usual suspects of the industrial working class but includes – and must include – the peasantry and the various manifestations of the lumpenproletariat.  As noted by Gibson, “Fanon’s new humanism is a politics of becoming, based on the fundamental transformation of paralyzed Black and colonized subjects into new human beings through the liberation struggle” (p. 300).

Gibson then modestly concedes that the volume is “by no means exhaustive: it is rather something fragmentary, reflecting the moment” (p. 9). While that is a fair statement – I will comment on some of the gaps later – the bottom line is that this is an excellent book and marks Gibson’s long-standing commitment to ensuring that Fanon remains accessible and relevant to a wide-range of audiences, academic and popular. The theory is certainly there.  All the chapters, for example, pay attention to the role of consciousness-raising, the psychological trauma (indeed mental illness) caused by oppression, the blend of individual development and collective growth, the need for democratic discourse and leadership, and the destructive role played by the national bourgeoisie in alliance with outside forces.

However, in line with Fanon and respect for the development of mass support and organic intellectuals, the theoretical content of the book is woven together in a wonderfully accessible collection of essays demonstrating the ongoing importance of Fanon in a range of settings and on a diversity of social issues. Taken together the work provides multiple examples of the emancipatory potential of the “living politic” which is “the thought from the ground about the reality of our lives” as discussed by the South African activist S’bu Zikode (p. 124).

The book is divided into three sections. The first section contains several chapters written by ‘Fanon Militants’ and provides essays on Fanonist practices in a number of settings including Kenya, Trinidad and Tobago, South Africa, and Palestine. For me, the core element of this section can be found in the idea of “consciousness raising”. Subjects covered include the use of radio by a diverse group of women in England as a means of developing a person’s optimal psycho-social functioning, the deconstruction of the class and gender ridden term “White Syrian” and what it means to confronting the brutal Assad regime, and the experience of being Black facing daily racism, “systematic terror” and micro-aggressions in an overtly racist Portugal and Trinidad and Tobago, casting people into a zone of “non-being”.

The impact of Fanon on Black Consciousness is also clearly animated in this initial section of the book. Chapters on Fanon and the emergence of “New Afrikan Communism” and his influence of Black people imprisoned by the prison-industrial complex are two of the themes specifically associated with that longstanding link. A particular highlight of this section was contained in a chapter written by Toussaint Losier where he discussed the role played by Owusu Yaki Yakubu and how he developed a way to closely read Fanon which would engage his fellow prisoners, including those held largely incommunicado in the brutality of long-term solidarity confinement. The extension of Marxist thought, together with a dash of Freud and Hegel, shines through in this section in the intersection of race, gender and class. Taken together this section provides a mix of those structural variables, and how they fit together as an organic whole rather than a linear progression of mutually exclusive sociological categories.

The second section – ‘Still Fanon’ – moves into a more theoretical approach to the application of Fanon to transformative change and provides a number of excellent examples of why Fanon is still relevant and, perhaps more importantly, needed as a guide to engaged mass political action. As noted by, for example, David Pavon-Cuellar, in a passionate call for change and justice makes the important point that the “Wretched of the Earth are still here”. Pavon-Cuellar does not mince words and he insists on using the term “Third World” as opposed to “Global South” in his analysis. He argues the point that the historical example of de jure decolonization has not actually provided for the wellbeing of the rural and urban poor. Building upon the remarkable resilience of capitalism to do what it needs to ensure its domination and insatiable appetite, Pavon-Cuellar notes that “Colonialism had to change to stay the same” (p. 233). He puts it bluntly when he argues that the “current globalization of this neoliberal capitalism is the consummation of colonialism. Similarly, imperialism triumphs and disguises itself in the new global consensus” (p. 246).

Building upon this blend of passion and informed analysis, a major theme in this section of the book is related to the role played by the “national bourgeoisie” in terms of propping up the systems of oppression, exactly as highlighted by Fanon himself. The article by Ayyaz Mallick on Pakistan gives clear examples of the role played by national governments in terms of meeting the similar needs of a variety of global players, such as China, Saudi Arabia, Turkey and the United States, and the crises that result from this difficult balance.

Nigel Gibson contributes an important contextualizing chapter to this section of the book where he locates Fanon as both “a clinical practitioner and as a political practitioner” within the dynamic of movement. By paying attention to both the internalization of colonial messages and the environment constructed by post-colonial capitalist relations, Fanon provides a way to support the development of “disalienation” and the common good. As noted by Gibson, reflecting the dynamic of theory and practice has to be undertaken in unity with the people and is related to an evolving and tentative process of becoming, rather than a static case of being “…a moment of becoming is always incomplete. For me, this is an essential element of Fanon’s anti-formalist dialectic” (p. 283).

The final section of the book is loosely arranged around the idea of Fanon’s homes, essentially places he lived (such as Algeria in “The New Algerian Revolution”, the chapter by Hamza Hamouchene) together with places where his thinking has had a significant impact. These include the influence Fanon had on Black Consciousness in America, excellently chronicled by Lou Turner and Kurtis Kelley and on the growth of the Irish Language in the North of Ireland, powerfully presented by Feargal Mac Ionnrachtaigh. To me, however, this section was the most uneven in terms of readability. For example, I found the essay on postcolonial criticism and theory too academic for a book that attempted to make Fanon more accessible.

This may also have been related to the fact that this section also contained the transcription of a meeting between some of the leaders of the South African landless activist group Abahlali baseMjondolo and Nigel Gibson, which was beautiful in its integrity, honesty and dignity. What spoke to me most about this particular chapter was that it provided a sense of Fanon happening in real time and spoke to Gibson’s demonstrated desire to link Fanon with “the reader’s own lived experience” (p. 10). In this discussion, Gibson provided an overview of certain sections of The Wretched of the Earth  – which he prefers to call Les damnes de la terre in its original French – and then members of Abahlali baseMjondolo spoke about concrete application of Fanon’s works. To my mind at least, this chapter made the essential point that “awakening is a constant process” (p. 433). By putting Fanon into this process, and extending our understanding of Marxism, the argument is made that this can result in a “living communism” (p. 433).

The second section of the third part of the volume, dealt exclusively with Brazil, and contained essays on COVID-19 and the impact on Black people in Brazil together with pieces on “Black Female Intellectual Production” and one on the economic exploitation of Amazonia. These were undoubtedly interesting pieces, and they dealt with pressing socio-political issues related to the daily operation of both neocolonialism and neoliberalism. However, it is still unclear to me why Brazil was chosen as a focused topic for this section. Fanon noted that Rio as a city and construct was an offence to Indigenous people, and talked about the exploitation of young Brazilian women, but why three chapters were devoted to specific issues in Brazil was not immediately apparent. As mentioned, the issues are important, but they could have been examined within other contexts, particularly given Gibson’s previous comment about the content not being exhaustive.

Inevitably a lot is left out, and the list of what should or could have been included will be large, depending on one’s area(s) of interest. For example, I felt that more attention could have been given to Indigenous politics and Fanon in North America. As I have suggested, Coulthard has made a solid contribution to this nexus and that foundation could certainly be built upon, and it would have blended well with the work of Abahlali baseMjondolo and the need for a decommodification of land.

Furthermore, although there was an essay on racial and class-based injustice in Trinidad and Tobago, a chapter on current events in the Caribbean would have been useful, especially given Fanon’s relationship to the area, particularly the French Caribbean. I would also like to have seen greater attention to the ongoing influence of Fanon in southern Africa. I know that this was neither a history nor a biography, and Gibson has commented significantly elsewhere on Fanon and South Africa, but the influence of Bantu Stephen Biko was tremendous, both in and out of the country. In the South African Communist Party, though they continue to maintain the idea of a two-stage revolution, there were individuals who had read and digested Fanon – Chris Hani for one. Further analysis of this in relationship to the neocolonial project of white monopoly capital would certainly have been welcomed. I would also have liked to read about what role, if any, Fanon has played on the political consciousness of Zambians and civil society, given their almost textbook experience with neocolonial relations, extractive commodity dependence, the wrath of international funders, the IMF’s Structural Adjustment forays and, most lately, crippling foreign debt to both China and Europe.

Finally, in light of the selfies, compromises, the self-serving displays of Clinton, Blair and Obama, and empty promises of COP26 in Glasgow, I think a discussion of Fanon and his impact on eco-socialism would have been of considerable merit and could also serve to engage a new field of activists, especially younger people. I believe that Fanon’s notions of consciousness raising, and healthy ego functioning, lend themselves directly to a green movement. I regard this as a missed opportunity in the book, especially when issues related to the alienation of land, the neocolonial extraction of resources and the psychosocial implications of environmental change for the rural poor and lumpenproletariat where themes raised throughout the book. Fanon can certainly inform the eco-socialist movement, by literally placing the person within their environment.

Still, Gibson’s volume is an excellent companion to Fanon’s works. It is not only suggestive of how one can read Fanon, but also how it can be applied in a transformative politics. The bibliographies accompanying many of the chapters provide the reader with specific area and topic guides.

Ultimately, though, the major point is that Fanon is still relevant sixty years after his death in 1961. As he wrote in The Wretched of the Earth “[e]ach generation must discover its mission, fulfill or betray it, in relative opacity”. Certainly, a much-needed call to action. Individuals continue to be subject to the daily pain of alienation, they experience the daily indignity of threats to their various and multiple experiences of well-being. Millions face very real threats to their survival, both physical and psychological. Despite the hope that existed in the late 1950s and early 1960s, decolonialization did not help people on the social, cultural, and economic margins of these newly “independent” nations. The national bourgeoisie mimicked their colonial masters and enriched themselves at the expense of the poor. The brutality simply took another form, and the exploitation continues apace.

Nigel Gibson and the other contributors to the book remind us that Fanon can help support the process of disalienation and promote opportunities for hope over fear; but this needs democratic relationships and the ability to listen. It also requires not only consciousness but the will to collectively act on that collective awareness. Following from this it requires organization. As suggested by Pavon-Cueller, “The still wretched of the earth need from their allied intellectuals the continued reading of Fanon in a militant, politically committed way, and not just for academic research or reflection” (p. 246). As the book constantly reminds us, we need Fanon to help animate the struggle so we can all breathe more freely and easily.

This article was published in the Review of African political Economy (ROAPE).

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