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The Crisis Facing Higher Education and What Can Be Done About It

16 min read.

The financing of higher education is becoming an issue of grave concern to policymakers. How can universities provide high-quality education and student support in an era of tight or declining resources? What changes are required to adapt to the disruptions caused by the digitised economy?

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Money Matters: The Financial Crises Facing Universities
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In a wide-ranging presentation at a conference held in Nairobi on May 6, 2019, and convened by the World Bank and Kenya’s Ministry of Education, Dr. Jamil Salmi reminded his audience that there are five major funding sources for universities: government subventions, tuition fees, institutional income generation activities, donations, and loans. He noted that effective resource mobilisation requires promoting efficiency, responsiveness and innovation. This entails adhering to several key principles, such as alignment to national priorities, performance orientation, equity, objectivity and transparency, multiplicity of instruments, institutional autonomy and accountability.

Building on Salmi’s observations, a World Bank report, Improving Higher Education Performance in Kenya: A Policy Report, published in August 2019, argues these principles can be realised by the Kenyan government through the introduction of “a combination of performance-based budget allocation mechanisms that would provide financial incentives for improved institutional results and better alignment with national policy goals. Policy makers may consider the following three types of innovative allocation mechanisms, separately or combined, to achieve this purpose: (a) funding formula, (b) performance contracts, and (c) competitive grants.”

The report proposes that the performance contracts and competitive funds should be open to both public and private universities. “Rather than continuing to allocate annual budgets to the public universities on the basis of history…[p]ositive experience in countries as diverse as Chile, China, Egypt, Indonesia, and Tunisia has shown the ability of competitive funds to help improve quality and relevance, promote pedagogical innovations, and foster better management, objectives that are difficult to achieve through funding formulas.”

Africa Economic Outlook 2020, an African Development Bank report, makes similar recommendations. Improving learning outcomes and skills development entails increasing spending per student across Africa, which remains the lowest in the world. Governments are encouraged to adopt performance-based financing and to improve aid targeting. Also, they should facilitate philanthropic financing of private education, develop the student loan market, and effective cost-sharing mechanisms. Further, they ought to promote education-linked conditional cash transfers to girls and poor families, and explore innovative finance options to channel more international private capital into education.

The report notes that the private sector underinvests in skills and urges it to complement government funding in promoting high quality education and reduce the skills gaps they bemoan so much about. It urges the development of public-private partnerships that “enable the government and the private sector to join in providing education infrastructure, products, and services and in sharing costs and resources.”

The report also challenges African schools and universities to “mobilise funds through alumni associations. Dues and donations can be used to improve the school’s facilities and curriculum and provide financial support to members of disadvantaged groups. Alumni associations could also be deployed to lobby governments for more effective education policies.”

Public support for higher education has been declining in many countries around the world. In my book, The Transformation of Global Higher Education, 1945-2015, I note in a chapter on university financing around the world that “out of the 122 countries that had data on government expenditure on education in general as a share of GDP between 2000 and 2013, it rose in 83 countries and fell in 39 others…In terms of expenditure on tertiary education as a percentage of total government expenditure, between 2000 and 2013, it rose in 58 countries and fell in 34.”

Digging deeper into the global data on expenditure on higher education, I show that “out of the 95 countries for which data was available covering the 2000–2013 period, government expenditure on tertiary education as a percentage of its expenditure on education rose in 62 and fell in 33…Europe claimed the largest number of countries that experienced a rise (19), and Africa those that fell (12)…The patterns in Asia and Latin America and the Caribbean fell in between those in the African and European regions.”

Public support for higher education has been declining in many countries around the world. In my book…I note…that “out of the 122 countries that had data on government expenditure on education in general as a share of GDP between 2000 and 2013, it rose in 83 countries and fell in 39 others…

Declines in public funding led to the development of cost-sharing. In my book, I identify five forms of cost-sharing: i) he introduction or imposition of sharp increases in tuition fees; ii) the establishment of dual-track tuition fees for different groups of students; iii) the imposition of user charges for services that were previously free or heavily subsidised; iv) the reduction in the value of student loans, grants, and other stipends; and v) the diminution in the size of the public sector and official encouragement of the expansion of tuition-dependent private institutions, both non-profit and for-profit.”

Dual-track tuition fees were widely adopted in East Africa, and pioneered by Makerere University. This is what came to be called parallel programmes in Kenya, in which government-sponsored students were charged lower tuition fees and self-sponsored students paid much higher rates. In effect, the latter subsidised the former. This model collapsed from 2016 as the number of qualifying students in the KCSE examinations fell drastically and the market for self-sponsored students evaporated overnight. This is at the heart of the financial crisis that has engulfed Kenyan public universities since then.

Declining numbers

Kenyan private universities have always been dependent on tuition, but in 2016 most of them opted to offset the declining numbers of students by accepting government-sponsored students when this option was made available to them for the first time. But it inadvertently ended up reinforcing their financial challenges, as the government student subventions barely covered a third of instructional costs per student, and sometimes even less. Thus, they, too fell into a spiral of severe financial instability. In fact, for some of them the situation became even worse than for public universities: none of their costs for employee salaries and capital expenditures were covered by the public exchequer.

Compounding the challenges of many students and universities is the absence of well-targeted and well-managed financial aid programs at the national and institutional levels. The World Bank report mentioned earlier notes that student support from public funds needs to be better targeted to those who most need it. It shows that the disparity ratio in Kenya between households in the highest and lowest consumption quintiles is 49, “meaning that a young Kenyan from the richest income group is 49 times more likely to access higher education than one from the lowest income group.” In this context, “It is safe to assume, based on the experience of other countries with similar characteristics as Kenya, that a larger share of government subsidies goes to students from the richer family groups than from the lowest socio-economic groups and that financing may still be a significant barrier for many needy students. The Kenyan situation is consistent with the extensive international literature showing that the cost of higher education is a deterrent for young people from low-income groups.”

Money Matters: The Financial Crises Facing Universities

Read Also: Money Matters: The Financial Crises Facing Universities

The report advises Kenya to consolidate existing bursary schemes under one single agency, to reform the tuition fee policy, and to strengthen the design and operation of the Higher Education Loans Board (HELB). A more effective tuition fee policy would entail “eliminating the present parallel fee system and move instead to a TFT [Targeted Free Tuition] scheme, following the example of South Africa. This would require shifting from a system of fee exemptions that benefit the most qualified students from an academic viewpoint to a system where the neediest students who qualify for higher education studies would not pay tuition fees.”

For its part, HELB could be strengthened on “three fronts: (a) better targeting, (b) resource mobilisation, and (c) improved loan recovery…HELB could revisit the weights assigned to each indicator to refine the instrument and give priority to low-income students. It would also be important to discriminate more in terms of giving larger sums to the neediest students compared to middle-class students. With regard to resource mobilisation…HELB should focus on seeking alternate sources of funding by delegating fund management to local governments and private companies.”

As for loan collection, “no matter what type of student loan system operates in a country, it is doomed unless its collection mechanism is designed and operates in an effective manner…In the past few years, the Board has invested a lot to boost loan recovery, notably by tracing loan beneficiaries through employers and statutory bodies such as the KRA, the National Hospital Insurance Fund (NHIF), and the National Social Security Fund (NSSF). To further strengthen loan recovery, HELB could work on improving awareness among loan beneficiaries and their families, introduce a system of moral guarantors, and invest in reliable ICT mechanisms to track graduates.”

The report advises Kenya to consolidate existing bursary schemes under one single agency, to reform the tuition fee policy, and to strengthen the design and operation of the Higher Education Loans Board (HELB).

The report also advises that it is critical to build an income-contingent provision in loan repayment schemes. It states, “International experience shows that income-contingent loans, designed after the Australian and New Zealand model, tend to have higher repayment rates. Not only are they more efficient in terms of loan recovery through the national tax system, but they are also more equitable since graduates pay a fixed proportion of their income and are exempted from repaying whenever they are unemployed, or their income is below a predetermined ceiling.” Besides government subventions through student aid, it is also important for institutions to build student aid capacities from their own resources.

Student aid

At American universities, this often takes the form of differential pricing, in which well-resourced students pay the full listed price, and more needy students pay a

discounted price. The discount rate can be as much as 50%, although a discount rate of more than 35% can result in financial difficulties if not backed by extensive additional institutional resources. For example, the College Scorecard produced by the U.S. Department of Education that lists some key data on individual American colleges and universities shows that the average tuition for such leading ivies such as Harvard, Yale, and Princeton is $14,000, $19,000, and $10,000, respectively. In reality, in 2018-2019, the cost of attending Harvard for tuition, fees, room, and board was $67,340. Students from families earning below $65,000 pay no tuition, those from families with incomes up to $150,000 pay 0-10%, and there are proportional expectations from families with incomes above $150,000.

Similar schemes are available at Yale, Princeton, and many rich American universities. These universities are, of course, able to do that because of their huge endowments, which in 2018 stood at $39.2 billion for Harvard ($1.7 million per student), $29.4 billion for Yale ($2.3 million per student), and $25.9 billion for Princeton ($3.2 million per student). These endowments are simply unimaginable in Africa. The University of Cape Town, Africa’s leading university, has an endowment of 11.8 billion rands, equivalent to $786.5 million, which would not even put it in the top 100 universities in the United States in terms of the size of endowments.

Many African universities do not have their own institutional student aid programmes or fundraising capacities. Oftentimes student scholarships are from external donors and philanthropic organisations.

At my university, which is a notable exception in some ways, we have a fairly sizable student aid programme covered by the university operational budget that caters for hundreds of students every year. A feature of our student aid is a work-study programme. A few years ago, a group of students set up a scholarship fund called Educate Your Own that currently supports several dozen students. Our internal efforts are supplemented by scholarships from external partners as well as loan schemes with various lending organizations.

Many African universities do not have their own institutional student aid programmes or fundraising capacities. Oftentimes student scholarships are from external donors and philanthropic organisations.

But these initiatives are not enough to meet the financial needs of all students from low- income backgrounds. This is evident by the fact that some students who undertake

deferred payment plans are unable to fulfill their obligations and it takes the university years trying to recover the funds. Many others end up dropping out, which is a huge loss to them, their families, communities and society at large, as well as to the university itself.

Fundraising

As noted above, the third source of funding for universities comprises income-generating activities. To quote the World Bank report again, “While the potential for resource mobilisation is much more limited in developing countries than in OECD nations, Kenyan universities could actively seek additional resources through donations, contract research, consultancies, continuing education, and other fundraising activities, as some of them have already done since the government started reducing university budgets in the mid-1990s.”

But the report warns, “Not all sources of income have the same potential. Contrary to what is commonly assumed, technology transfer is not, on average, a highly beneficial activity from an income generation viewpoint. Even in the United States, which has a favorable policy framework for innovation and technology transfer, very few institutions hit the jackpot with path-breaking innovations that can be successfully commercialized and bring in millions as revenue.

At Harvard University, income from technology transfer licences is equivalent to only 1 per cent of annual fundraising receipts. “More important is undertaking productive activities. But all too often some of these activities may have little bearing on the university’s core focus and expertise. Renting out facilities is popular; some universities have even established petrol stations and mortuaries! More lucrative are grants and contracts from consultancies that bring faculty expertise to bear. Above all, in the United States and other parts of the world with robust institutional fundraising cultures, alumni and corporations provide the most important income generation sources.

Needless to say, fundraising is grossly underdeveloped in most Kenyan and other African universities. As I noted in a keynote address on advancement in African universities at a forum of Vice-Chancellors in Gaborone, Botswana in May 2019, effective fundraising requires developing institutional capacities, cultures, and commitments. Fundraising is a collective institutional enterprise that requires full commitment and participation of management, governing bodies, and faculty. African universities that are serious about advancement or fundraising must make the necessary investments in building their capacities in terms of databases, human capital, marketing and communications, mobilising and managing donors, and ability to run different types of activities, including annual giving, major gifts, and capital campaigns, etc. They also need to establish reward systems to incentivise those who attract philanthropic donations.

Typically, sophisticated fundraising operations require dozens and even hundreds of highly paid and specialised professionals, depending on the size of the institution. Institutional investment can range up to a quarter of funds generated through fundraising. Fundraising professionals are sorely lacking in African universities. Advancement is a long-term project and process that takes many years and even decades to begin bearing fruit. This is often not well understood among leaders and governing boards at many African universities. It is quite common at universities with successful fundraising operations for the governing boards to take leadership in working with the university management in the mobilisation of donors, and in their own personal philanthropy through give or get. In capital campaigns, up to a third can be generated by the governing board. Philanthropy in African universities is also affected by weak national cultures of institutional philanthropy.

Cultures for institutional advancement are also weak even among alumni, the source of up to 70% of external funds to universities in the United States and other countries with rich fundraising traditions. It is not unusual to hear alumni ask, why give when they already paid tuition when they were students? While the culture of giving is strong in many African societies, it tends to be limited to families and kinship networks. Public giving is largely confined to religious organisations.

When it comes to education. the tradition of giving has traditionally been stronger for lower levels—primary and secondary schools (encompassing the construction and maintenance of schools in colonial and postcolonial Africa)—than higher education because the latter was for so long dominated by the state. For higher education, giving is often confined to scholarships for family and relatives.

Some writers identify three types of philanthropy. One is horizontal philanthropy, which is largely peer-to-peer, focused on day-to-day subsistence and based on notions and expectations of solidarity, mutuality and reciprocity. It doesn’t necessarily increase assets, although it can mutate into community foundations. The other is vertical philanthropy in which the rich give to the poor and needy. This encompasses organisations that depend on resources from members or raised from other sources and which disburse funds to others. Finally, there are modern foundations, which first emerged in the USA in the early 20th century. These are often established by wealthy individuals, families, and corporations.

Philanthropy in Africa has been dominated by American and other Western foundations. According to the report by the Council of Foundations, The State of Global Giving by U.S. Foundations 2011-2015, international giving by American foundations rose from $7.2 billion in 2011 to $9.3 billion in 2015, and the average grant rose from $200,900 to $604,500. Health claimed the bulk (52.5%), and education received only 7.9% of the funds. US foundations giving to Africa between 2002 and 2012 almost doubled from 135 to 248. In dollar terms, the funding rose from $289 million in 2002 to $1.46 billion in 2012, given to 36 of the 54

African countries. Between 2011-2015 sub-Saharan Africa led with $9 billion (25.4% of the total disbursed globally), followed by Asia and Pacific $6.6 billion (18.7%), Latin America and Mexico $2.7 billion (7.7%), Western Europe $2 billion (5.6%), Middle East and North Africa $1.7 billion (4.7%), and Eastern Europe, Central Asia and Russia $570.2 million (1.6%).

An encouraging development in Africa in recent years has been the growth of African foundations. Often patterned on Western foundations, they have been established by some of the continent’s wealthiest individuals and largest companies. Thus, the exponential growth of high net worth individuals (HNWIs), those with net assets of more than $1 million, has provide propitious grounds for the expansion of African institutional philanthropy.

According to the World Wealth Report 2018, in 2017 the size of HNWIs in Africa reached 169,970 with a combined wealth of US$1.7 trillion (0.9% out of the 18.1 million HNWIs globally and 2.4% out of $70.2 trillion global HNWI wealth). The leading HNWI regions were Asia-Pacific (34.1% and 30.1%, North America 31.3% and 28.2%, and Europe 7.3% and 7.8%, respectively). Predictably, African foundations are heavily concentrated in South Africa, Nigeria, and Egypt, Africa’s three largest economies. Their current aggregate giving is $2 billion, typically in the $20,000-$25,000 range. They mostly focus on service delivery, poverty reduction, and infrastructure support. Education is low on their list of priorities, and higher education hardly features.

The World Bank report referred to above notes, “With a few exceptions, fund raising has not been a major priority in all Kenyan public universities until now, on the assumption that resources are limited throughout the economy and that philanthropy is not part of the national culture. However, international experience shows that, even in resource-constrained countries, universities can find a few rich companies and individuals— locally and among members of the diaspora—that can be convinced to make financial contributions to universities if they are approached and presented with good reasons to support the universities.”

Until recently, fundraising among European universities was also underdeveloped. The World Bank report continues, “Even though the economic conditions may be substantially different from those prevailing in Kenya, the fact that European universities are new to fund raising makes their experience relevant. The most important lesson is that success in fund raising is influenced by (a) the prestige and reputation of universities as proxies of their quality, (b) the existence of continuous relationships with different types of donors in the context of a solid fundraising strategy, and (c) the geopolitical context of the institution.”

“With a few exceptions, fundraising has not been a major priority in all Kenyan public universities until now, on the assumption that resources are limited throughout the economy and that philanthropy is not part of the national culture…”

Clearly, there is need for creating enabling conditions at the national level in terms of policy and legislation. As African governments increasingly recognise the important role philanthropy can play in fostering development, they are passing non-profit laws that affect the philanthropic sector. In Kenya, this includes legislation applicable to public benefit organisations (PBOs), non-governmental organisations (NGOs), companies limited by guarantee, including non-profit organisations (NPOs), societies, and trusts. Tax laws make provisions for tax exemptions for PBOs and NPOs, deductibility of charitable donations and value-added taxes.

But according to a Kenyan expert on the subject, “The legal status of philanthropic institutions is imprecise and there are very few incentives for either corporate or individual giving…Of particular concern is the fact that there is no legislative mechanism to distinguish between philanthropic institutions and other civil society organisations, or to distinguish among different kinds of philanthropic institutions…For instance, corporate foundations and community foundations are in the same legal category despite their significant differences in goals, operations, and governance. The process of claiming tax exemption deductions in Kenya is rigorous, burdensome, and time-consuming for the donor.”

The financial and other challenges facing contemporary higher education around the world require universities to become more nimble, adaptable, and entrepreneurial by carefully balancing the enduring mission of higher education and the emerging demands and disruptions. They have to constantly review their value proposition, and the organisation and delivery of their core functions of teaching and learning, research and scholarship, and public service and engagement, as well as in the provision of ancillary and essential operations and services.

Disruption and change

In the 2019 Almanac of Higher Education published by the Chronicle of Higher Education, there is a sponsored essay that notes, “The pace of change in the world and workplace is accelerating, and every industry, including higher education, is being disrupted. Disruption and change create new opportunities for entrepreneurship. Colleges and universities that cultivate a multidimensional entrepreneurial ecosystem can position themselves to thrive in a challenging and changing marketplace….Entrepreneurial leaders are nimble, opportunity-driven, innovative, problem-solvers, and growth-oriented.”

Five ways are suggested to develop an entrepreneurial university ecosystem. First, embracing experimentation and not being afraid to fail and learning from failure in a continuously iterative and action-oriented process. Second, creating a culture of inquisitiveness, innovative and critical thinking at all levels, and normalising transformational thinking by rewarding entrepreneurial managers, employees, and administrators. Third, encouraging collaboration internally by breaking silos and through strategic partnerships externally. Fourth, creating powerful lifelong connections and a strong entrepreneurial ecosystem that will sustain institutions, stakeholders and society. Finally, developing the propensity to recognise opportunities by paying keen attention to market changes and demands for new forms of learning and skills in the economy and society.

Financing higher education is of grave concern to well-meaning governments and political leaders, and university administrators and managers: how to provide high quality teaching and learning and student support services in an era of tight and even declining resources, in addition to promoting the two other traditional missions of higher education, namely, research and scholarship, and public service and engagement.

“The pace of change in the world and workplace is accelerating, and every industry, including higher education, is being disrupted. Disruption and change create new opportunities for entrepreneurship…”

And now there is a fourth mission that is increasingly emphasised—universities as hubs of innovation and entrepreneurship. Higher education institutions also have to increasingly navigate the digital disruptions of the 4th Industrial Revolution, changing student demographics, escalating national, regional and global competition, growing demands for accountability, and questions about the value proposition of university education from accreditation agencies, the general public, the students themselves and their parents. There are also governance challenges with the expansion and pluralisation of internal and external stakeholders in university affairs.

All these pressures are an integral part of the financial and structural crises facing universities. They demand clear and collective understanding, smart and strategic interventions, as well as creativity and imagination to turn the constellation of challenges to the flip side of opportunities. Universities are notoriously conservative institutions. Woodrow Wilson, who served as President of Princeton before becoming President of the United States, reportedly said, “It is easier to change the location of a cemetery, than to change the school curriculum.”

In other words, resistance to change in academia is deeply rooted. It is often bolstered by alumni for whom their college years are often imbued with wistfulness for their long receded youth. Nostalgia is a powerful human emotion, especially in times of rapid and frightful changes, but it’s no substitute for clarity of vision if universities are to survive let alone succeed in the 21st century with its massive and unforgiving technological, economic, political, social, cultural, and environmental disruptions and demands.

In short, the university of 2020 cannot be the university of 2010 or 2000, let alone earlier decades. It must be a university prepared for 2030, 2040 and beyond, duly mindful and prepared for the unpredictability of the future. We must create institutional cultures and mindsets of nimbleness, creativity, continuous learning and improvement, and data driven decision making.

Thus, lifelong learning is not simply an imperative for the successful students and graduates of the 21st century, but for the institutions of higher education themselves. Otherwise some universities, especially the weaker ones and those in poorer countries, will join the long trail of historical dinosaurs and relics. Remember Blockbuster, the video giant that didn’t see streaming services coming and was cast to the historical dustbin by Netflix? And Kodak, whose glorious supremacy in the photographic film market was upended by digital photography? Bookstores and other stores in city centers and malls were mauled by Amazon, and taxi and hotel businesses are being destabilised by online platforms. Higher education cannot be an exception. Indeed, as I noted in a plenary address entitled “The Challenges and Opportunities of the Fourth Industrial Revolution for African Universities,” delivered at the First National Higher Education Conference by Universities South Africa, in October 2019, the disruptions for higher education are already underway. This is evident in the emergence of new modes of delivery for teaching, learning and assessment. Also, universities are losing their monopoly over credentialing.

In a digitised economy, where continuous reskilling will become a constant, the college degree will cease to be a one-off certification of competence, and a convenient screening mechanism for employers. The unbundling of the degree is already underway with the rise of micro degrees, stackable credentials, joint undergraduate and graduate degrees, and the imperatives of interdisciplinary and inter-professional teaching and learning and qualifications.

Employers will increasingly come to use predictive analytics to identify and hire talent. They will demand life-wide and lifelong portfolios combining the 4Cs of contemporary education: the curriculum (class learning), campus (co-curricular activities), community (experiential learning and engagement), and commerce (skills and mindset for employability).

Financial resources and effective financial management are essential to navigate these challenges, seize the opportunities, and ensure institutional sustainability in a highly complex, competitive, and unpredictable world. The question is: How prepared are African and Kenyan universities and their numerous stakeholders for the brave new world of 21st century higher education?

This paper was originally prepared for presentation at Regional Knowledge Forum, Nairobi, February 17-18, 2019.

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