After two decades of the neoliberal gutting down of Kenyan universities, Kenya’s president has now gone for universities’ jugular. He has cut off the university as as a route for social advancement among the non-elite class. The slicing of the jugular came with the recent university admissions when the government announced that more than a half of them would be turned into technical programmes and institutions. At first, the government announced this move as a choice of the students themselves, but later on, it became evident that many students were caught by surprise.
Kenyan universities have maintained a semblance of independence from direct patronage by Kenya’s aristocracy. As long as universities have existed in Kenya, and especially after the expansion of university education by Kenya’s second president, Daniel arap Moi, a child from a village had a shot in the Kenyan imagination of becoming next in line to the presidency. (For the moment, the integrity of the process is not considered here.) Now that President Uhuru Kenyatta has ditched his deputy, he has got his bureaucratic robots to slice the jugular of Kenya’s schooling system and let it bleed to death.
As is to be expected, the Kenyan media has celebrated the event, thus becoming the conduit for fairly unbelievable stories that clothed Kenya’s feudal politics in the parlance of employment and The Market (as opposed to the regular markets that we all love). Like clockwork, the media published headlines such as “Are degrees no longer hot?”, wrote op-eds justifying technical and vocational education and training (TVET) as a better alternative to a regular university degree, or held town hall meetings that gave a semblance of public participation by fielding questions from youth who had clearly not understood that they are pawns in a system that just does not care about them. This move will not surprise anyone with knowledge of the aristocratic class system in Kenya and the neoliberal turn of the 1980s. It has been a long time coming.
Missionaries, colonial settlers and the colonial state
Since colonial times, the Kenyan state has been hostile to Africans receiving any type of formal education that does not bend to imperial interests. At the start of colonialism, this hostility came through the missionary condemnation of African rituals, professions and apprenticeships as evil, dubbing, for example, herbal medicine as “witchcraft,” and all the while shipping indigenous knowledge and crafts to London.
When formal British education was introduced to Kenya, there was tension between the competing interests of the missionaries, the colonial settlers and the colonial state. The missionaries were primarily interested in converts, and so reading was essential to their education. The settlers, however, were interested only in manual labour, and were frustrated that the colonial government was not forcing Africans to work on the huge tracts of land that had been dispossessed from Africans. They were therefore hostile to schooling beyond trade schools, and accepted formal education for Africans only on the promise that the inclusion of Christian religious education would ensure that Africans remained compliant with the colonial interests.
Since colonial times, the Kenyan state has been hostile to Africans receiving any type of formal education that does not bend to imperial interests. At the start of colonialism, this hostility came through the missionary condemnation of African rituals, professions and apprenticeships as evil…
It is from the colonial settlers that Kenya inherited the narrative that education would make Africans unable to do manual work (or what today is called “useful” or “relevant to the market”), because all the African would acquire from education is big ideas and a desire for the status of the Europeans. And, from a certain perspective, the settlers were not wrong. In a stratified system such as colonial society, being at the bottom of the hierarchy, as Africans were, meant a cruel life of dispossession, forced labour and taxes. Africans could not be enticed to go to school if there was no carrot in the form of exemption from this oppressive life. And once that door was opened, it would only be a matter of time before Africans demanded, as Frantz Fanon famously said in The Wretched of the Earth, “to sit at the settler’s table, to sleep in the settler’s bed, with his wife if possible.”
There was a second element of truth to the settlers’ fears. The settlers were familiar with the fact that even in the belly of the empire, aristocratic education had the effect of paralysing one’s thoughts and sense of reality. In Victorian England, the industrialists complained that aristocratic education from prestigious public schools and Oxbridge had rendered their children incapable of running the companies their parents expected the children to inherit.
The settlers did not need to point to London to see the truth of this: the bulk of the colonial administration was made up of graduates of elite British schools, and even the settlers called their own colonial administration stifling and suffocating. The list of complaints by the British settlers are depressingly similar to the complaints that a Kenyan today would make: the government borrowing loans at high interest rates, failing to address the economic depression, moribund, “dependent on an uninstructed electorate situated 6000 miles away, and characterised by a continuous epidemic of public meetings, which produce much eloquence, heady talk and little practical benefit to the [white settler] community as a whole”.
The Kenyan state needs to minimise the number of contenders for elite status that has been the goal of university education for almost three centuries. The idea, therefore, that we do not need Kenyans to go to university because there is no employment is a fantasy at best, and propaganda at worst.
The aristocratic values which the settlers were wary of would return to Kenya in the 1980s when the World Bank proposed to African Vice-Chancellors to eliminate universities, since African countries needed basic education, not higher education. The audacity of the proposal notwithstanding, it is hardly surprising that the university administrators would not comply and phase themselves out of a job. But later, as Ayesha Imam and Amina Mama report in their book chapter, “The role of intellectuals in limiting and expanding academic freedom”, the World Bank got their wish by starving African universities of money and going to the extreme of demanding that purchases of books and journals be first approved by the Bank.
The undermining of African higher education was motivated by the desire to elevate top-ranking American and British universities to luxury services afforded by the world’s elite by pushing for a global commodification of university education through the World Trade Organization (WTO).
To see that the complaint of “useless” and elitist graduates has not changed a century later gives us food for thought. But it is not as disturbing as the fact that Kenyan citizens today are strange bedfellows with colonial settlers and British industrialists, sharing the same complaints about the Kenyan ex-colonial state and its aristocratic schooling system. When communities of different geographies, cultures and political inclinations have the same complaint about university graduates, it is time for academics to abandon the old strategy of accusing society of not understanding what university education is for. We need to either concede that society is right, or we explain the truth.
I choose the latter.
Justifying why Kenyans don’t need university education
To explain the mess of the system that is now receiving its last kick from the president, I will address three justifications for the bizarre turn of events in university education:
- People shouldn’t get degrees because there is no employment.
- Degrees make graduates become employment seekers rather than employers.
- Degrees do not give Kenyans skills which are “useful” or “relevant” to The Market, such as entrepreneurial skills for business or technical skills for building infrastructure.
The lack of employment justification
This justification should be fairly easy to explain by pointing out that the availability of employment is an economic, rather than an educational, function. In Kenya, however, this argument routinely falls on deaf ears for psychological and ideological reasons.
Psychologically, tackling the economy is too daunting for simple minds fed on the Anglo-American logic of easy and instant solutions to complex and long-term problems. It would require addressing the political economy, being an active citizen and making certain demands politically.
The undermining of African higher education was motivated by the desire to elevate top-ranking American and British universities to luxury services afforded by the world’s elite by pushing for a global commodification of university education through the World Trade Organization (WTO).
In contrast, blaming schools for unemployment is comforting. The majority of the school population is made up of minors who cannot speak back, and of teachers who are fairly powerless in terms of employment conditions and even the syllabus, especially in these neoliberal times when teaching has been transformed into slavery by managerial and regulatory regimes of accountability.
Blaming the education system has an added ideological benefit – it justifies employers exploiting labour in the name of graduates not being adequately prepared for The Market. Unfortunately, the trade union movement has been too paralysed to come up with an effective counter-argument, and those who are still in permanent employment have failed to establish worker solidarity with their colleagues suffering on gig terms.
In any case, there is an argument to be made against using educational accomplishment for employment. The reliance of employers on academic certificates is a form of discrimination, since those who are employed will always be those with the resources to get an education. Reliance on academic achievement also makes the school system subsidise employers by sparing them the cost of equipping their employees with the requisite skills.
Any country that has a backbone should tell businesses to shut up and train their own employees at their own cost. But in this era of state capture, that is unlikely to happen.
The education for employment justification
It is important to clarify that employment was never the immediate goal of the British-oriented university education system that Kenya inherited. In Victorian England, university education and admission through the examination system were primarily a tool of assimilation for the rising middle classes into the aristocracy. It was through the university system that members of the middle class gained access to the social and symbolic power of European aristocracy, which remains the source of cultural legitimation in today’s world. In turn, the middle classes were offered an opportunity to become part of the burgeoning British Empire. As a consequence, most of the colonial administrators were graduates of public schools and Oxbridge, and even now, the rising inequality in Britain has been attributed to the fact that this same cohort still dominates British politics and institutions.
Similarly, university education in Kenya was an opportunity to be assimilated into the colonial state. The first university graduates were the children of Chief Koinange, a colonial collaborator. One of his children, Mbiyu, received education from elite schools in three continents: Alliance High School in Kenya, London School of Economics in the UK and Columbia University in the US. He was also a Rhodes scholar at the University of Cambridge. He later became the brother-in-law of the first president, Jomo Kenyatta, and was in the president’s core cabinet for most of his life in independent Kenya.
Blaming the education system has an added ideological benefit – it justifies employers exploiting labour in the name of graduates not being adequately prepared for The Market.
With the outbreak of the Mau Mau war in the 1950s, and with the rise of the United States as a global power, the British government jacked up the availability of university education to raise a Kikuyu middle class that would provide the civil servants for the colonial state. After independence, the first president saw the university as fulfilling precisely the same role, and as Mwenda Kithinji argues in his brilliant book, The State and the University Experience in East Africa: Colonial Foundations and Postcolonial Transformations in Kenya, the first president had no intention to expand university education since he had the Kikuyu elites that he needed. The second president, a member of a minority ethnic group, then expanded university education in order to widen the Kenyan middle class to include people from other ethnic groups. It is therefore wishful thinking, if not delusion, for Kenyans to believe that the government schooling system was ever about employment. The schools have always been about class status and power.
However, the popular belief in education for employment is understandable, because the expansion of the control of the (ex)colonial state and global capital by the British and Kenyan elite was experienced by ordinary Kenyans as employment.
But almost 60 years after independence, there is no longer a need for the Kenyan elite to provide Kenyans with university education. In the 1960s, when there were not enough British-educated Kenyans to run the civil service, the Kenyan elites were the first generation in their families to go to British schools. . Today, however, there are enough British-educated Kenyans to run the ex-colonial state. The children of the elite are in power, and they also have children and grandchildren whom they want to ascend to power. Moreover, the inequality in Kenya’s education system necessarily means that those who perform well are children of middle-class parents who can afford private school education and can take over the bureaucracy and civil service through patronage, rather than through academic achievement.
The elites of Kenya, whom the current education system serves, have enough of their children and relatives to work in government, and enough of second-generation middle-class children to do their work. With families of a minimum of four wives and dozens of children, the elites have enough personnel.
Moreover, the elites cannot afford an educated Kenyan population outside of government. The Kenyan state needs to minimise the number of contenders for elite status that has been the goal of university education for almost three centuries. The idea, therefore, that we do not need Kenyans to go to university because there is no employment is a fantasy at best, and propaganda at worst. The goal of the government education system in Kenya has never been employment. Employment was simply a side effect. And employment seekers were not supposed to be ordinary Kenyans; they were supposed to be the elites entering top government posts through family ties and club networks.
The “useful” and “relevant” skills justification
Given this history of the imperial education system, it is almost laughable that university scholars have sought to justify themselves as providing skills that are useful for graduates in The Market. That said, it is a lie to which I dedicated a significant part of my career, until I realised that studying the arts can never be “marketable” in an anti-human economic and political system.
That aside, the fantasy of making university education appear “relevant” has been a public relations exercise in which even the British academy was engaged in the 19th century after industrialists complained that universities were not training their sons to take over the family industries from their fathers. In fact, John Brown argued in 1970 that the British elite university could not find a strong enough argument to defend the imperial education based on the Roman and Greek classics. However, it won over the industrialists by what he calls “the parlance of advertising” and an “imaginative sales effort”. Rather than argue for university education on its own merit, the universities assimilated the critique about their lack of “practical skills”, and claimed that elite class manners were a skill in and of themselves.
To put it simply, the universities told the business elite that they needed knowledge and habits of aristocrats for them to be “successful”. It was not enough to make money; one had to be sophisticated and convincing, able to talk across cultures and social class.
Before my road to Damascus conversion, I made this same laughable argument myself. Now when I think of it, this defence of university education belongs to the same whatsapp group as the products of business coaches and motivational speakers who promise “soft skills”, like how to speak convincingly, how to make an elevator pitch, how to dress to look presentable, and all other forms of self-improvement for The Market. We academics making those arguments are no different from those who give tutorials on how to have English “afternoon tea the correct way”.
We should do away with universities – as they are now
If universities, as they currently stand, are useful only to the elites, it should come as no surprise that the elites are now destroying them. After all, the universities are theirs.
But rather than fight for universities to remain public institutions in their current form, we the people need to fight for them to become truly public by removing degree programmes and turning them into a space for knowledge and culture. We should break down the walls of admissions and examinations. We should diversify and increase opportunities for people to learn through cultural centres, festivals and public libraries. We should make public engagement, like dialogues under a tree, and visits to what Odero Oruka called “sage philosophers” a part of formal education. For skills training, we could resort to apprenticeships as a way to enter a profession and facilitate peer review as a way to improve services.
Two things must definitely be removed from the university as an institution: 1) certification; and 2) the interference and regulation in university education by the state. Both have reduced university education to a cynical process of gaining papers to access elite status and titles, and of measuring outcomes and indicators like a balance sheet.
Most of all, we must remove the institution of the imperial elite, which is made up of people who gain wealth and power through their manipulation and control of the commons – land, natural resources, labour and knowledge.
Africa may not always have offered degrees, but it has had universities for millennia. We can do away with degrees and retain universities. If we divorce training for the workplace from university education, universities can return to being sites of knowledge that are open to the public and that benefit society. Right now, universities are hardly different from members-only clubs for those who survive the hazing ritual of examinations and gain the right to become snobs who undermine democracy and social justice for the rest of their lives.
But to scuttle such fundamental and dynamic reforms to education, the economy and politics, the president has now sacrificed the dreams of an entire generation of Kenyan youth – however contradictory those dreams may be – in order to sustain the exploitative social status of his family and the ruling elite. This situation is not only unjust; it is also untenable.
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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.
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.
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.
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).
Africa’s Land Use Problem: Is Green Revolution Agriculture a Solution or a Cause?
It is a myth that the only way to increase productivity on existing agricultural lands is through Green Revolution programmes and evidence shows that they are among the principal causes of unsustainable land use.
By all accounts, food and agriculture were barely on the agenda at this month’s UN Climate Summit in Glasgow, Scotland. They should have been. Food production, distribution, consumption, and waste contribute an estimated one-third of greenhouse gas emissions. In production, the majority comes from unsustainable livestock production with another large share coming from unsustainable production and use of synthetic fertilizers. But a significant share also comes from “land use change”, a neutral term for the destructive expansion of agriculture onto new land.
That sort of “extensification” of agriculture can have serious environmental consequences – deforestation, soil erosion, unsustainable water use, etc. Those in turn have important implications for climate change, as a recent UN report highlighted. Land use changes due to agricultural expansion increase carbon emissions from land clearing, eliminate carbon dioxide-absorbing plants such as rainforests, and create greenhouse gases with incoming modern farming methods. According to the UN, they account for about 30 per cent of agriculture-related emissions.
The simplifying neo-Malthusian perspective attributes extensification to growing populations exerting pressure on scarce natural resources. Increasing farmers’ productivity on existing lands in regions such as Africa where yields are relatively low is the mainstream solution. The goal is to foster “sustainable intensification” – growing more food on the same land. With commercial inputs such as commercial seeds and synthetic fertilizers, farmers can intensify their exploitation of existing agricultural land, raising productivity and easing pressures from growing populations to bring new lands into cultivation.
The Alliance for a Green Revolution in Africa (AGRA) was founded 15 years ago to address the productivity problem. With generous funding from the Bill and Melinda Gates and Rockefeller foundations, the alliance set out to reduce chronic hunger and poverty by increasing yields in key food crops through the expanded use of commercial seeds and fertilizers. This is the “technology package” credited with raising agricultural productivity in what came to be known as the first Green Revolution in India and other parts of Asia and Latin America in the 1970s.
Africa’s Green Revolution has largely failed to promote either sustainability or intensification. Evidence suggests that the initiatives, which include high levels of government subsidies for farmers to use Green Revolution inputs, are both failing to raise productivity and contributing to the unsustainable expansion of farming onto new lands.
My research shows that excessive incentives to maize and a few commercial crops have persuaded farmers to shift land out of other nutritious crops while expanding production onto new lands. The result is higher maize production but without significant productivity increases. Meanwhile, we see rising levels of malnourishment and undernourishment as poor farmers fail to benefit from rising productivity but see their families’ diet diversity decline as the diversity of food crops in their fields declines.
Climate change and the unaddressed pandemic emergency are contributing to a deep hunger crisis in Africa. The worst dangers of famine are in areas of conflict such as Ethiopia, but hunger is more widespread. The United Nations has recorded a 50 per cent increase in the number of severely undernourished people in Sub-Saharan Africa since 2006. Underlying that deprivation is a model of agricultural development that is encouraging unsustainable land use and undermining crop and diet diversity.
These alarming outcomes have prompted African food producing organizations to call on donors to end their support for AGRA and other Green Revolution programmes. They call for a shift to agroecological initiatives that have been shown to generate sustainable productivity improvements across a range of food crops, addressing the need for more food and more nutritious diets while easing pressures on unsustainable land use.
Redoubling climate damage
Neither evidence nor entreaties have persuaded Green Revolution leaders that their strategies may be misguided. In October, Mr Hailemariam Desalegn, former Prime Minister of Ethiopia and current Chair of the Board of AGRA, acknowledged the problem. “Over the last two decades, the African continent has registered the most rapid rate of agricultural production growth of any region of the world,” he wrote in an opinion column for African Arguments. “Unfortunately, most of this growth has been through the expansion of agricultural land, not an increase in productivity. With our population expected to double by the middle of the century, our farmers need to continue growing more, while using fewer resources.” He went on to argue that the intensive use of Green Revolution seeds and fertilizers could achieve that. He has urged governments and donors to redouble Green Revolution efforts.
Climate change and the unaddressed pandemic emergency are contributing to a deep hunger crisis in Africa.
The evidence suggests otherwise. In 2020, I carried out a comprehensive assessment of the impacts of Green Revolution programmes in AGRA’s 13 focus countries. AGRA refused to share its own impact data, so I used national-level data on crop production, productivity, and area expansion to determine whether AGRA was meeting its stated goal of doubling productivity for 30 million small-scale farming households by 2020. Because 30 million represent the vast majority of farms in AGRA’s programme area, national-level data from 2006-2018 would reveal whether such a productivity revolution was occurring. I also assessed progress toward AGRA’s stated goals of doubling incomes for those same farmers and cutting food insecurity by half by 2020.
I found the Green Revolution was failing on its own terms. Productivity growth was slow, even for heavily supported and subsidized crops such as maize. More traditional staple crops such as millet and sorghum showed stagnation or decline. My estimate of productivity increases for a basket of staple crops in AGRA’s 13 focus countries showed just 18 per cent yield growth over 12 years, a rate barely higher than the preceding 12 years. Not surprisingly, poverty remained endemic, particularly in rural areas. And rather than cutting food insecurity by half, the number of undernourished people increased 31 per cent in those 13 countries.
The data also revealed that Green Revolution initiatives were not only failing to achieve sustainable intensification, they were promoting the opposite. As the graph shows, between 2006 and 2018 maize productivity rose by only 29 per cent while the area planted to maize increased by 45 per cent in AGRA’s 13 focus countries. Overall, production increased 87 per cent, but mainly because of extensification rather than intensification. Meanwhile, land planted to other staples such as millet and sorghum declined or stagnated, as did yields. My composite staple yield index showed just 18 per cent yield growth. (All data cited here, unless otherwise indicated, are from the United Nations, cited in my Tufts University Working Paper.)
This outcome will come as no surprise to those living in AGRA countries where incentives are heavily concentrated on maize. In most AGRA countries, governments provide large subsidies to farmers to buy and use commercial maize seeds and fertilizers. AGRA itself has spent one billion dollars in its 14-years of work, but African governments have been spending up to one billion dollars per year on such Farm Input Subsidy Programmes (FISPs). Some governments also pay above-market prices to farmers for their maize to maintain public grain reserves.
As any agricultural economist can attest, land and investments flow to crops that are subsidized or otherwise supported. That has been true in the United States for decades. Farmers make complex calculations to gauge the relative returns to corn, soybeans, wheat, and other crops based on market conditions and relative levels of government support.
In Africa, maize has received the lion’s share of the support in most AGRA countries, so land and investment have moved more heavily into maize production. Farmers are incentivized to switch out of existing crops like millet, which has seen an alarming 24 per cent decline in production and a 21 per cent drop in yields, and into maize. Hence the decline in crop diversity under Green Revolution programmes. Farmers with access to land are also incentivized to bring new land into production, which allows them to reap the benefits of government support programmes. Hence the extensification of production.
As any agricultural economist can attest, land and investments flow to crops that are subsidized or otherwise supported.
Across AGRA countries, there was a 13 per cent increase in land under cultivation from 2006 to 2018, the majority of it in AGRA’s two principal supported crops, maize and rice. More than 7 million more hectares of land were planted in maize in 2018 than in 2006. Another 3 million more hectares were planted in rice. Those 10 million hectares accounted for nearly all of the expansion in land planted to cereal crops in that time period.
It is hard to argue that Green Revolution programmes did not contribute significantly to this problem of agricultural extensification. That is especially problematic when such input-intensive agriculture is failing to generate the promised productivity gains or reductions in hunger.
Studies in extensification: Zambia and Rwanda
Zambia and Rwanda have both expanded maize production dramatically, but both illustrate the ways in which Green Revolution incentives have led to undesirable outcomes. Zambia was one of AGRA’s focus countries until a few years ago. It left the alliance but has re-joined recently. Zambia provides extensive subsidies for maize production and also buys maize at supported prices for its food reserve programme. As a result, it has the highest levels of fertilizer use among AGRA countries. Between 2006 and 2018, Zambia increased maize production by 150 per cent, making it an apparent Green Revolution success story.
But, as the graph shows, only a small share of the added maize came from productivity growth. Yields grew just 27 per cent while the area planted to maize doubled. Millet and sorghum production and yields declined and farmers moved land out of those traditional staples into maize in response to Green Revolution incentives. Two-thirds of Zambia’s 32 per cent increase in land planted to crops was attributable to new land planted to maize. Staple yields overall increased just 20 per cent in that 12-year period. And all that maize failed to stem hunger or reduce poverty. The number of undernourished Zambians increased 29 per cent while extreme rural poverty remained at 78 per cent.
Rwanda has been a poster child for AGRA for years. AGRA’s current president, Agnes Kalibata, ascended to that position in large part due to her success in increasing maize production as Rwanda’s Minister of Agriculture. Between 2006 and 2018, maize production increased 300 per cent thanks to a well-funded and heavy-handed Green Revolution initiative. Seeds and fertilizer were heavily subsidized and farmers were fined if they did not agree to use the inputs.
As the graph shows, Rwanda achieved higher maize yield growth than Zambia, increasing productivity by 66 per cent. But as in Zambia, most of the added maize came from a 146 per cent increase in new land planted to the crop, not from productivity. Similarly, rice production doubled, but yields actually declined 19 per cent, with land planted to rice increasing 147 per cent. In this small, densely populated country, some of that land came out of other staple crops, with the government reportedly banning their cultivation in some areas. Sorghum, cassava, sweet potatoes, and other roots and tubers were more important food crops than maize before AGRA, providing nutritional diversity in addition to benefits to the land. Land in cassava fell 16 per cent, while sorghum land declined 17 per cent.
Millet and sorghum production and yields declined and farmers moved land out of those traditional staples into maize in response to Green Revolution incentives.
My more comprehensive Staple Yield Index captures Rwanda’s poor performance across all staple crops. Compared to the much-touted 66 per cent increase in maize yields, we see just a 24 per cent increase in yields for key staples – maize, millet, sorghum, roots and tubers. Since 2006, extreme poverty remained high, falling just three percentage points to a still alarming 60 per cent. As in Zambia, all that extra maize did not help the hungry; the number of undernourished Rwandans has increased 40 per cent since 2006.
Far from being a Green Revolution success story, Rwanda offers an example of the ways in which the imposition of such a model on a relatively diverse farming landscape can disrupt more nutritious and sustainable cropping patterns. Rwanda does not have a great deal of uncultivated arable land, so most of the area expansion for maize and rice came from other crops rather than new lands. Still, Rwanda highlights how heavy incentives for Green Revolution crops create outcomes at odds with the goals of sustainable intensification for food security.
“Time to change course”
AGRA Board Chair Hailemariam Desalegn is correct to identify the problem of unsustainable expansion onto new lands in Africa, but he is wrong to think that his Green Revolution will solve that problem. Evidence shows that Green Revolution programmes are among the principal causes of unsustainable land use. Incentives for a narrow range of supported crops entice farmers and investors to open new lands for cultivation. Meanwhile, those commercial inputs are failing to generate any sort of productivity revolution or address the alarming 50 per cent rise in the number of undernourished Africans since AGRA was founded in 2006.
Seeds and fertilizer were heavily subsidized and farmers were fined if they did not agree to use the inputs.
As representatives from the Alliance for Food Sovereignty in Africa state in their published response to Mr Desalegn, it is “time to change course: the future is in agroecology.”
It is a myth that the only way to increase productivity on existing agricultural lands is through Green Revolution seeds and fertilizers. Examples abound across Africa of farming communities that are increasing both the diversity and productivity of their fields. In Africa and other developing countries, some 15 million small-scale farmers interplant so-called green-manure cover crops alongside their food crops to fix nitrogen in the soil, reduce weeding, add another food or forage crop to their fields, and increase the carbon sequestered in the soil. Scientists recommend appropriate cultivars from a range of more than 100 proven cover crops.
The Lablab bean native to East Africa, for example, has been shown to fix very high levels of nitrogen in the soil through its roots, improving soil fertility and water retention. The added nitrogen can raise maize yields threefold in those same fields, eliminating the need for inorganic fertilizer. And farm families get another nutritious food crop from their fields.
Such approaches are documented in a new UN report from its High Level Panel of Experts. Farmers are getting far better results, growing more food on existing land in sustainable ways that increase soil fertility over time. One University of Essex study surveyed nearly 300 large ecological agriculture projects across more than 50 poor countries and documented an average 79 per cent increase in productivity with decreasing costs and rising incomes. This is far higher than AGRA’s 18 per cent yield growth in staple crops.
Agroecological farming can also achieve sustainable extensification. With the support of some governments, West African farmers are expanding onto uncultivated lands but in a way that builds rather than compromises the environment. In long-term land rehabilitation projects in the drylands of West Africa, farmers in Burkina Faso, Senegal, Ghana, and Niger are leading “another kind of green revolution.” They regenerate tree growth on deforested lands then diversify production as part of agro-forestry initiatives that are increasingly supported by national governments. This restores soil fertility, increases water retention, and has been shown to increase yields 40 to 100 per cent within five years while increasing farmer incomes and food security. According to one study, farmers rehabilitated at least 200,000 hectares of degraded land in Burkina Faso, enabling farmers to grow cereals on land that had been barren.
Farmers are getting far better results, growing more food on existing land in sustainable ways that increase soil fertility over time.
Land reclamation is a desirable form of extensification, avoiding the negative environmental impacts of the input-intensive farming of monocultures of Green Revolution crops. Similarly, agroecology programmes intensify the production of diverse food crops on existing lands in ways that rebuild soil fertility and resilience to climate change.
Such strategies stand in stark contrast to Green Revolution programmes that are failing to help solve Africa’s unsustainable land-use issues. In fact, they are making them worse.
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