“Words cannot be found to relate what happened; it was too terrible.” This is how Jan Kubas, an eyewitness of the events that followed the battle of Ohamakari in what was then called German South West Africa, now Namibia, in 1904, articulated his struggle to express his memories of the German pursuit of the Ovaherero into the parched Omaheke desert. Kubas was a member of the racially-mixed Griqua people who lived at Grootfontein near the area where following the extermination order by German general Lothar von Trotha, thousands were driven into the barren Omaheke.
In 1904 and 1905 the Ovaherero and Nama people of central and southern Namibia rose up against colonial rule and dispossession. The revolt was brutally crushed. By 1908, 80% of the Ovaherero and 50% of the Nama had succumbed to starvation and thirst, overwork and exposure to harsh climates. Thousands perished in the desert; many more died in the German concentration camps in places such as Windhoek, Swakopmund, and Shark Island.
A century after Jan Kubas struggled to articulate the horrors he witnessed in 1904, the German government has, at long last, officially acknowledged the colonial genocide. An agreement between the German and Namibian governments was recently concluded. According to the agreement, German President Frank-Walter Steinmeier will soon travel to Windhoek and offer a formal apology for the first genocide of the 20th century; the deal also stipulates additional German development aid for Namibia. These funds, to the amount of 1.3 Billion Euro, will be paid over the next thirty years. They will be earmarked for special “reconciliation and reconstruction” projects to benefit the Ovaherero and Nama communities that were directly affected by the genocide.
There are many open questions, however: What are possible international ramifications of the Namibian-German agreement? Will the deal possibly turn the tide more broadly for reparation claims from ex-colonies of the empires of European colonialism?
Penetrating questions need to be asked also about the extent to which Germany is committed to “working through” its violent colonial past. Has it, following decades of avoidance, truly committed to addressing its painful colonial past? Can the restitution of looted cultural objects and human remains from the postcolonial metropole’s museums and academic collections be considered a serious and sufficient effort at decolonization? What are the limitations of recent challenges to the historical staging of former colonial empires in the public space, such as monuments, and the renaming of streets, which were named after colonial despots?
And in national as well as transnational perspectives: What could be the next steps in going beyond dealing with the colonial past in purely symbolic terms? What kind of new solidarities are being forged in moves towards decolonization, racial justice and re-distribution?
When the announcement that after almost six years of bi-lateral negotiations an agreement had been initialled by the Namibian envoy, Zedekia Ngavirue, and his German counterpart, Ruprecht Polenz, the German government and mainstream media celebrated this as a political and moral triumph: “Germany recognises Genocide” broadcast the main news bulletin of the state television ARD on 28 May 2021. The deal was quickly dubbed the “reconciliation agreement” in German discourse. The leader of the German delegation, Polenz remarked confidently that with the promise of special aid Germany would ensure that the acknowledgment and apology did not remain lip service.
The Namibian government’s announcement was much more subdued. President Hage Geingob’s spokesperson cautiously expressed that the agreement was a “first step in the right direction”. However, associations of the affected communities, the Ovaherero and Nama, whose ancestors had been victims of the genocide, were a whole lot more critical. They criticized the agreement on substantial as well as procedural grounds: For one, the German government had succeeded to enforce its stated principle not to pay reparations for the crimes committed during German colonial rule. And, as they had done for years, descendants of the victims protested that they had not been properly involved in the process. Ovaherero traditional leader Vekuii Rukoro, who sadly succumbed on the 18 June to the terrible Covid surge currently haunting Namibia, called the agreement “an insult“; a statement, which made front page headline news on the The Namibian newspaper.
Members of the victim associations took to the streets of Windhoek. Even those representatives of the affected communities, who had in the past been more amenable to the negotiation process, expressed their concerns in growing numbers. They particularly questioned the amount of the payment package, which was far lower than what had been expected by the Namibian government, who had rejected, in 2020, the earlier German offer of 10 million Euro compensation. While the amount offered now is an improvement on last year’s, it still falls short of Namibian expectations, as even Namibian Vice-President Nangolo Mbumba admitted although he officially accepted the German offer on behalf of his government.
For Namibians, and the descendants of the genocide victims in particular, it is not all about the amount of money though. Activist and politician Esther Muinjangue, the former Chairperson of the Ovaherero Genocide Foundation, now an opposition MP, and also Namibia’s Deputy Minister of Health and Social Services, cut to the chase when she unequivocally stated that “development aid can never replace reparations”.
The Namibian government’s official response on 4 June 2021 clearly attempted some damage control and referred to the agreed “reconstruction and reconciliation” payments as a “reparations package”. This is in distinct contradiction to the official language of the agreement that these payments were decidedly not reparations but an additional set of development aid. Three weeks after the announcement of the agreement, and what the German government had obviously hoped would bring closure to a painful past, there’s only one phrase to describe the situation: it’s a total mess.
When former German Foreign Minister Joseph ‘Joschka’ Fischer visited Windhoek in October 2003 he went on record to say that there would be no apology that might give grounds for reparations for the genocide, which was committed by German colonial troops in Namibia. Fischer’s rather undiplomatic words are indicative of the intense and heated, historical and present relations that are at stake.
There is an underlying conjecture of the German-Namibian negotiations: what are the potential international ramifications of accepting legal, political and moral responsibility of reparations for colonial violence and genocide. Colonial Germany may have committed genocide, according to the UN definition, “with intent to destroy, …, a national, ethnical, racial or religious group” only in Namibia; but it certainly carried out atrocities and mass killings also in other colonial territories. Esther Muinjangue nailed it when she said: “We know that the German Government is guilty equally when it comes to the people of Tanzania or when it comes to the people of Cameroon. So, they want to safeguard themselves.” The German government fears more claims from ex-colonies; it also fears claims from European countries such as Greece, which have never received compensation for World War Two war crimes.
Then there are the shared postcolonial anxieties among the former colonial empires. Would Germany’s acceptance of its colonial past open the floodgates to a surge of claims by formerly colonized nations, in Africa as elsewhere, against their erstwhile colonizers? Muinjangue thinks this a likelihood: “all countries that were present at the Berlin Conference of 1884 and divided up the African continent are guilty: France, Britain, Belgium, and many others. They all have blood on their hands – and they all fear that one day they will have to pay reparations for their crimes.” The fears of former empires, such as Britain, France and Belgium, have been the proverbial elephant in the room.
Not without us…
If any agreement between a former colonizing power and the formerly colonized should stand a chance of bringing about justice and reconciliation, the descendants of those affected must be closely listened to. This means that they should be appropriately included in the negotiations. This has been the vocal persistent demand of genocide victim groups for an inclusive process under the slogan “not without us” ever since the negotiations between Namibia and Germany began in 2015. In January 2017 representatives of Ovaherero and Nama traditional authorities filed a lawsuit in New York, which although ultimately unsuccessful, sent a strong message to Germany and the Namibian government that negotiations “without us” remained unacceptable for those whose ancestors were killed in the genocide.
A common grievance, often expressed in Namibia, questions Germany’s pronounced difference of responding to different victims of genocide. Ever since 1990, descendants of those who suffered under the colonial genocide have often asked me, why did Germany pay generous and easily negotiated reparations to Israel after the reparations programme, which was created when Konrad Adenauer, the first chancellor of West Germany and Israel signed the Luxembourg Agreement in 1952, but has been so recalcitrant regarding Namibians? Why did the German government readily include the Jewish Claims Conference as representatives of Jewish non-governmental organisations but insisted on government-to-government only talks with Namibia? Is it “because we are Africans”, with these words Namibians regularly express suspected racism.
Restitutions: Symbolic reparations, not quite…
Symbolic commemorations of Germany’s African genocide have taken place over the past few years. If not without controversy, human remains of genocide victims were repatriated from Germany to Namibia in 2011, 2014 and 2018. These had been shipped to academic and medical institutions in Germany, and had remained there until recently.
In 2019 some significant items of cultural memory, which had been stolen during colonial conquest, were returned to Namibia from the Linden Museum in Stuttgart. These included the slain Nama leader Hendrik Witbooi’s Bible and his riding whip.
Other former German colonies have also begun to claim restitution. In 2018 Tanzania’s ambassador to Berlin requested the repatriation of human remains, which are being stored in German museums and academic institutions. In Berlin alone the remains of 250 individuals were identified, and more are suspected to be in Bremen, Leipzig, Dresden, Freiburg, and Göttingen. Provenance research on the human remains from former German East Africa also include about 900 remains of colonized people from Rwanda, which together with today’s Tanzania and Burundi formed colonial German East Africa. Also, in 2018, the President of the Prussian Cultural Heritage Foundation promised funding for future provenance research in transnational collaborations on collections of human remains with the perspective of repatriation to Cameroon, Togo and Papua New Guinea.
Yet, the debacle of the Namibian-German “reconciliation” agreement points out that the attempts at addressing the German colonial past, including, but not restricted to the shared-divided history of Germany and Namibia, have thus far been at best half-hearted.
Bronzes, a boat & street names
At the same moment that the “reconciliation agreement” was presented in Germany with some fanfare, controversy erupted once again around the Humboldt-Forum. Berlin’s ambitious new museum is housed in the royal Prussian palace in central Berlin; the reconstructed Baroque structure that was built over the past decade at a cost of over 680 Million Euro. In this space in the historical centre of imperial Germany, controversially, ethnographic collections will be exhibited. The Humboldt-Forum has been at the centre of highly critical responses from anti-colonial and black community civil society organisations, cultural workers, as well as historians and anthropologists. Its claim to decolonization has been highly contradictory.
Just before news broke about the Namibian-German agreement, high-profile German politicians loudly congratulated each other for their decision to return some of the hundreds of Benin bronzes kept in German museum collections to Nigeria. Until recently Benin bronzes were meant to occupy pride of place in the new museum in central Berlin, where Germany wants to demonstrates its cosmopolitanism; now German Foreign Minister Heiko Maas celebrated the “turning point in our way of dealing with [our] colonial history”. Quite ironically, just a week later the next prominent scandal of colonial loot hit the news. A new book by the historian Götz Aly revealed the dark history of an artistically stunning vessel looted from former German-New Guinea in 1903.
Berlin’s leading museum officials displayed an astonishing level of ignorance. Even more astounding was the suggestion to continue exhibiting the beautifully decorated 16 metres long boat, that was built by residents of Luf Island in the Western part of the Hermit Group, and who fell victim to German colonial atrocities in the new museum by declaring it “a memorial to the horrors of the German colonial past”. This arrogance is indeed astounding since there is still no memorial in Berlin to honour the victims of German colonialism and genocide in the central Berlin space, near the Reichstag, where Germany honours the Jewish victims of the Holocaust, and belatedly, now also the victims of the Porajmos (genocide of the Roma and Sinti), and the Nazis’ persecution of homosexuals.
A tongue-in-cheek suggestion came from a leading historian of German colonialism and genocide. In a column in die tageszeitung Jürgen Zimmerer, Professor of Global History at Hamburg University, asked why not turn the reconstructed Prussian Palace itself into a fitting memorial. His proposition: fill-up its centre courtyard with sand from the Omaheke desert, or break up the castle’s fake Baroque façade with barbed wire in remembrance of the concentration camps in colonial Namibia.
Then there is street renaming, the most noticeable form of postcolonial activism in the German public space. A well-known dispute over street names comes from Berlin’s Afrikanisches Viertel (‘African Quarter’), where from 2004 civil society activist groups have been calling for the renaming of streets, which are currently named after German colonial despots. The members of the long-standing activist group Berlin Postkolonial and other initiatives, now active in cities and towns across Germany, have employed decolonial guided walking tours as a main tool of intervention. Recently, one of Berlin’s oldest campaigns gained success when the former Wissmannstrasse in the borough of Neukölln was renamed Lucy-Lameck-Strasse. The infamous German colonial officer and administrator was thus supplanted with the Tanzanian liberation fighter and politician, who after her country’s independence campaigned for gender justice.
Entangled memory: from violent pasts to new solidarities
The question remains, how much real change can come from the symbolic engagement with the colonial past. A future-oriented trajectory will point out that, beyond symbolic action, Germany’s culture of remembrance has to face challenges for the country to understand its own history within European colonialism.
Public debates in Germany have frequently posited colonialism and Holocaust memory against each other; it is alleged that an expansion of “working through the past” to include the colonial era, would ‘relativize’ the Holocaust. In contrast to this supposed competition of memory, Michael Rothberg’s concept of Multidirectional Memory has recently garnered some interesting, though at times controversial attention in public debate. Rothberg’s intervention, translated into German only twelve years after the original publication of the book in 2009, has become a catalyst for productive dialogues. In a nutshell, Rothberg suggests that memory works productively through negotiation and cross-referencing with the result of more, not less memory.
Berlin-based Ovaherero activist Israel Kaunatjike
An interesting case to explore new ways of thinking about colonial memory, social change and solidarities relates to the historical legacies of racial science and eugenics, which were developed by the anthropologist Eugen Fischer on the basis of research in Namibia in 1908. Fischer’s research was mainly used in the European colonial empires. From 1927 it was further developed under his leadership at the Kaiser Wilhelm Institute for Anthropology, Human Heredity and Eugenics (KWI-A) in Berlin-Dahlem. From 1933 it became the basis of the Nazi race laws that targeted Jews and other racially and socially ‘undesirables’. Today the colonial roots of racism and inequality, as well as the systematization of racial studies and eugenics in Nazi Germany, continue to raise questions about the politics of remembrance and decolonization.
During excavations on the grounds of the Free University, which now occupies the site of the former KWI-A, hastily buried human remains were discovered. In 2015 and 2016 the University commissioned archaeological expertise on these finds. The KWI-A entertained close connections to the Auschwitz camp. Thus the initial suspicion was that the excavated bones may have belonged to people murdered during the Nazi era. However, when the archaeological report was presented during a well-attended online meeting in February 2021, it turned out that the situation was more complex. Some of the remains seem to have originated indeed in crimes against humanity that were perpetrated during the Nazi terror. Others, however, are more likely to originate in anthropological collections from the colonial era. It appeared impossible to ascertain the regional origins of the remains of the about 250 individuals. This gave rise to new solidarities that originated in entangled forms of remembering the atrocities of the colonial and Nazi eras. Representatives of Jewish, Black, and Sinti and Roma communities now work together to ensure that these human remains are treated with dignity.
Such new forms of solidarity are already practiced in civil society and transnationally in the global anti-racist movement. When the global Black Lives Matter movement formed a year ago, young activists got involved in Germany as well as in Namibia. In Windhoek, the movement was directed primarily against the statue of the German colonial officer and alleged city founder Curt von François. Not only the Nama and Ovaherero communities, but also young Namibians from all sections of the population are confronting colonial legacies. Over the past year the young Namibian activists who campaigned against the offensive monument and who support the claims of the descendants of the genocide survivors, have clinched a number of social justice issues as part of their decolonizing activism, and have been calling for an end to sexism, patriarchy, and racism.
In Germany too, civil society activists have played a big role and the “reconciliation agreement” is owed, more than anything else, to their post-colonial remembrance work. Campaigning started around 2004, i.e., the time of the centenary of the genocide. In October 2016, for instance, an international civil society congress, “Restorative Justice after Genocide”, brought together over 50 Herero and Nama delegates and German solidarity activists in Berlin. The participants staged public protests and Ovaherero and Nama delegates held a press conference in the German Bundestag. And now that the, unsatisfactory, agreement is on the table, activists in Germany are again campaigning vibrantly in solidarity with the affected Namibian communities and have taken to the streets of Berlin. The current Namibia solidarity alliance brings together civil society outlets of long-standing, and young groups, who have come together during the past year’s surge of radical anti-racist activism.
The agreement that has been concluded falls short of expectations in many ways. However, it can be an impetus for the former colonial rulers and the formerly colonized to finally begin a meaningful conversation about the difficult divided history. The question arises as to whether the civil society decolonization movements in both Germany and Namibia can influence the future politics of remembrance in both their countries in a way that makes a solidarity-based post-colonial policy of reconciliation and justice possible.
This article was first published in the Review of African Political Economy Journal.
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Decoloniality and the Kenyan Academy: A Pipe Dream?
Decoloniality in Kenya may be permitted in Kenyan universities if the Kenya government receives a grant to promote it, or if the British Council or other foreign donor will sponsor a conference on it.
Over a decade ago, I was a fresh graduate, still aflame with post-colonial critiques of empire and eager to implement this consciousness in my new station back home in Kenya. In one of my first assignments as a naïve and enthusiastic administrator, I attended a workshop on implementing the Bologna Process in higher education.
For me, the workshop was odd. We were implementing an openly European framework in Kenya, a country which gained fame for challenging cultural colonialism, thanks to people like Ngugi wa Thiong’o’s and his classic Decolonising the mind. It was surprising to me that this workshop would happen in a country where it has now become standard practice in Kenyan literature to present the great art of our ancestors as a evidence disproving the claims of colonialism. Our students cannot read an African work of art without lamenting the colonial experience. Surely, implementing a European education agenda in 21st century Kenya should raise some hullabaloo. But this Europeanization of our education seemed to raise no eyebrows.
Eventually, I could no longer ignore this elephant in the room. So I asked: why are we implementing a process without discussing where it came from and what problem it was addressing in its context?
I have now learned that such questions are not to be asked in Kenyan universities, which is the point I will emphasize later. For the moment, I will repeat the answer I was given: if the Bologna Process improved higher education in Europe, it will do the same for us in Kenya.
At that time, I was too academically shy to interrogate that answer. It did not occur to me to research whether it is true that the Bologna process delivered the spectacular results in Europe that we were being promised, or even to find out the reactions of European faculty and students to the process. In retrospect, I now understand why I could not interrogate that answer.
To be a young academic in Kenya gives you a fairly strong inferiority complex. Rather than acquire humility of knowing that there is so much to learn, you acquire a shame of knowing. Worse, you fear asking questions because the answer you get sometimes suggests that you are arrogant, which is usually expressed as an accusation that you think only you have a PhD. So I accepted the answer I got.
Imagine my surprise to later discover that there was a political economy around the Bologna Process. The short version of it is that the Bologna Process was an effort by the European Union to fight back against the US and UK efforts to monopolize the higher education “market” with Ivy League and Oxbridge universities. Bologna Process was continental Europe’s way of commercializing itself at home, and in Africa, setting European universities as the standards against which African universities benchmarked themselves.
Within continental Europe, students demonstrated against this standardization at protests called “Bologna burns.” Faculty pointed at the neoliberal and corporate agenda of the Bologna Process. In African continental platforms like CODESRIA, African scholars raised questions about the political motives of the Bologna Process and pointed out that African universities would complacently implement the process largely because Structural Adjustment Programs (SAPs) had rendered universities vulnerable to external interference.
But in Kenya, land of Decolonizing the Mind? We academics quietly implemented it without raising questions.
Anti-colonial resistance in the Kenyan academy is more about reputation than about reality. The Kenyan academy is conservative as a whole, despite its rhetoric of opposing colonialism and affirming African culture. It appears that the global resonance of the Mau Mau and the persecution of faculty and students by successive Kenya governments have made the world see more anti-colonial resistance in the Kenyan academy than exists in reality. As a result, the Kenyan academy remains stuck in a gap between the rhetoric of decolonizing on one hand, and on the other, the reality of coloniality and of the university as an agent of coloniality.
Even I, a Kenyan, was still mesmerized by our anti-colonial reputation when I naively asked why we were implementing the Bologna Process. It is only after ten years of never getting direct answers to my questions about the Kenyan obsession with global “standards,” “competitiveness” and benchmarking,” that I slowly accepted that there is a fundamental dissonance in the Kenyan scholarly consciousness.
This reality, in a nutshell, is why the current discussions of decoloniality may not take root in the Kenyan academy.
That is not to say that the concept of decoloniality is irrelevant. My Bologna Process experience is proof that coloniality of power is very much entrenched in Kenya. Policy travel in education has made Kenyan education bureaucrats, many of whom are academics and professors, adopt and implement Euro-centric policies in Kenya’s schooling system. Meanwhile, the policy makers frown upon and run away from questions about the policies themselves.
This brutal reality has hit home for me with my public engagement on the competency based curriculum. The Ministry of Education policy makers have refused to answer questions on the imperial and commercial interests behind the competency curriculum. Worse, some of the supporting documentation they have filed in court cases, to which I have had access, openly demonstrate the racial bias of the foreign promoters of competency, especially in the United States.
As if that is not absurd enough, Kenyan scholars of education seem unperturbed by this overt imperial control of Kenyan schooling. A search on Google Scholar for Kenyan studies on CBC shows that few, if any, carry out an actual philosophical or political critique of the school system and of the international actors behind it. More absurd, the concern of some of the scholars is with the indigenous content in what is basically a recolonizing curriculum.
The insights from decoloniality studies cannot be more urgent in Kenya. Decoloniality would help us distinguish between maintaining an anti-colonial rhetoric and reinforcing colonial logics of power. It would enable us to understand that even African cultures can be weaponized for colonial agendas. It would help us detect and explain the inertia and decline of Kenyan universities.
But here’s why it will be difficult for decoloniality discourse to take root in Kenya.
As an approach, discussion of decoloniality requires certain institutional conditions. One is our ability to be political. To be political, as Lewis Gordon says in several of his works, is to go beyond oneself. One must be willing to ask about implications for people beyond the self, for time beyond the present, for space beyond the here. Second, one must have a fairly robust knowledge of national and international history. Third, one must be willing to accept their own implication in the colonial project.
All these conditions do not exist in Kenya. Kenya is a very conservative country, in the political sense of the word. By its very essence, conservativism denies the political. Conservativism explicitly discourages discussions of power and sociality in institutional and daily conversation. The question I asked about why we were implementing a foreign education policy was a political one because it was a question beyond myself. It was a question about the institution, society and international community.
The only questions we Kenyans are allowed to ask are about the personal. We Kenyans are not allowed to think socially and globally. Hence one will often hear Kenyans silencing one another with responses such as “speak for yourself,” or “that does not apply to everybody.” Similarly, the answer I got was that the Bologna Process would work for me as an administrator faithfully implementing it, and maybe for the institution, but it remained silent on the larger society.
On the question of history, it goes without saying that Kenya does not teach its history, either in the syllabus or in popular arts. The competency curriculum, for example, has reduced history to citizenship, which means that there is an intention to limit Kenyan children’s knowledge of history to legitimizing the state. For the few Kenyans who escape the war against humanities by the Kenya government and private sector, and who specialize in the arts and humanities in the university, we are preoccupied with protecting our jobs as we are accused of teaching subjects which have “no market.” With such a weak public grasp of history, a decoloniality conversation in Kenyan academic circles becomes difficult.
The third issue, of personal implication of academics in the colonial project, is probably the most difficult to tackle. Because of the de-socializing and de-politicizing rhetoric of what Keguro Macharia calls Kenya’s political vernacular, Kenyans find it psychologically difficult to deal with contradictions, and deflect them with the conservative moral rhetoric of blame. If one points out the colonial threads in a particular policy, a Kenyan academic will typically respond with statements such as “let’s not blame one another,” “we need to be positive so that it works,” or “let’s not politicize issues,” or “let’s not take this personally.” It is inevitable that the social and political conversation which decoloniality demands will be difficult for us when we operate in an atmosphere where cannot have conversations beyond the self and morality.
Decoloniality in Kenya may be permitted in Kenyan universities if the Kenya government receives a grant to promote it, or if the British Council or other foreign donor will sponsor a conference on it. And it will likely hover around the old, conservative slogan of “let’s go back to our cultures” which, as Terry Ranger wrote, was a slogan from the colonial government itself.
For the decoloniality discourse to take root in Kenya, we need to deepen our knowledge and teaching of history. We cannot have a conversation about history when we do not know it. We need to overtly confront the conservative Kenyan political vernacular. We must refuse the small space of blame that makes us constantly apologize for possibly treading on people’s feelings and sounding like we are assigning personal guilt. We must refuse to be policed by demands for verified facts and data as a condition for having a social conversation.
But that work is easier said than done. Kenyan academics who take this journey should know that challenging these discursive barriers will, most likely, come at an emotional and professional cost. We should not be surprised by accusations of being negative and confrontational, or by being isolated and lonely within our institutions. I know several Kenyan academics who are suffering painful psychic injuries after being isolated for daring to do this work. But we can survive and thrive if we deliberately search for solidarity among individual academics across the country and the world who are having that conversation.
This article was first published in Wandia Njoya’s blog.
Re-imagining the African University
In relation to their knowledge production, African universities should acknowledge the importance of producing research in support of development, while retaining their liberal education focus, he advises.
If they are not to be condemned to irrelevance, universities in Africa must strengthen their research and teaching and adopt a proactive stance in responding to the institutional and developmental demands of the Fourth Industrial Revolution (4IR).
This is according to Paul Zeleza, the former the vice-chancellor of the United States International University-Africa, and at present the North Star distinguished professor and associate provost at Case Western Reserve University, a private institution in Cleveland, Ohio, in the United States.
“Universities have a crucial role to play in pushing governments and the private sector to ensure that Africa has agency in the 4IR [Fourth Industrial Revolution] and, accordingly, derives significant benefits,” says Zeleza, giving warning that the continent may otherwise be “left behind or unduly exploited, as was the experience during the previous three industrial revolutions”.
“Instead of being what Kenyan pan-Africanist thinker Ali Mazrui used to describe as ‘pawns’ in the global system, Africans must become 4IR players,” he urges, citing the need for the continent to acquire sufficient high-performance computing capacity to undertake the complex data analytics and processing of big data sets that are required as part of the 4IR.
In the absence of such high-performance computing, Zeleza says, the continent will be indebted to external data processing and storage firms and “will not even receive the trinkets it was once paid [under colonialism] for its raw materials”.
In a parallel move, African universities should also make every effort to improve their research and pedagogic functions, seeking to support domestic development while also boosting their standing and the quality of their contributions at international level, he advises.
“The issue of relevance is a complex one,” Zeleza says. “It comes from the university’s anchoring in its society but that should not exclude being global … because, whether we like it or not, higher education is global.”
Indeed, he urges, “it is important that African universities do not surrender the global to others”.
Indigenisation vs internationalisation
“We also have to be global,” he says. “An appropriate balance has to be struck between indigenisation and internationalisation.”
However, Zeleza notes, higher education institutions on the continent are, at present, generally failing to make their mark globally, which is creating institutional harm in terms of their access to resources, students and staff.
For example, he says, Africa has yet to acknowledge the importance of research, including on critical issues such as climate change and health, in its funding priorities.
“A report produced by the United Nations Educational, Scientific and Cultural Organization (UNESCO) in June 2021 indicated that the continent’s expenditure on research and development, which includes the universities, was very low at about 0.5% of GDP, compared with a global average of about 1.9%.
“Meanwhile, its share of total global research and development expenditure was about 1%, with most of this taking place in South Africa and North Africa, indicating the dire conditions for research elsewhere on the continent.”
Pedagogy at global standard
Zeleza also notes that, while African universities should be providing pedagogy at a global standard, “this is not [their] current reputation in general, as is illustrated by the relatively low number of international students at higher education institutions on the continent”.
“In addition, and notwithstanding the justified criticism of the international university rankings, African universities fare poorly on these tables,” Zeleza says. “In the Times Higher Education rankings for 2021, only 60 of the 1,500 ranked institutions were from Africa.
“Whatever the misgivings about the rankings, they are used as a marketing tool and, in this way, influence the flows of students, faculty staff and resources.”
In this regard, Zeleza cites a preference among the Kenyan elite for sending their children to universities abroad as an example of the depths to which the reputations of many African universities have sunk.
It is a dynamic that he is keen to see reversed, particularly given what he describes as the inappropriate and often damaging nature of the education offered to African students at universities in North America, the United Kingdom and Australia.
“I used to see a lot of young students from Africa undertaking undergraduate studies in the United States and it was clear these kids were lost at a personal level and intellectually,” he says.
“They were not being developed in ways that were good for them. They were forced to deal with being treated as second- or third-class because of race issues; and they were not being equipped with any knowledge about their own countries, their own societies.”
However, African universities can reverse what Zeleza describes as their decline and reclaim their relevance by adopting greater agency and a more strategic approach in relation to their key functions, including their pedagogy and research, and their public-service and technological innovation roles.
The importance of research
In relation to their knowledge production, African universities should acknowledge the importance of producing research in support of development, while retaining their liberal education focus, he advises.
“Whatever particular questions the research is trying to answer, it should broadly seek to address fundamental social and community issues, as these are articulated in national, regional and global plans.
“The generation of knowledge for social impact is something that I think our universities should always have in front of them.”
In this respect, Zeleza is encouraged by the production of a new table for assessing the performance of higher education institutions according to their social impact – that is, in relation to the UN’s 17 Sustainable Development Goals (SDGs) – which is now being produced as part of the Times Higher Education World University Rankings.
“This produces quite different results from those produced by the traditional ranking methodology,” he says. “So, for example, these new rankings have recently listed Australasian universities at the top rather than your Oxfords or Harvards.”
In fulfilling their public service and engagement function, Zeleza stresses the importance of African universities trying to be intentional in building critical strategic and transformational relationships with multiple stakeholders, including the government; the private sector; intergovernmental institutions; community bodies; and philanthropic organisations.
“Universities have to engage their governments, partly in their role as major funders but also in order to provide the kind of research that can be translated into policy,” he says.
While advocating the establishment of mutually beneficial triple-helix arrangements among public- and private-sector partners and universities, he also urges higher education institutions to insist on a greater role in shaping international and continental initiatives.
For example, citing an ambitious African Development Bank programme to provide up to 50 million young Africans with digital skills that can make them employable, he notes the disproportionate influence of external consultants, who can typically hail from the Global North.
The problem, he says, is that African universities are then asked to bid to participate in the implementation of these schemes “but without having been involved in crafting the vision or the agenda for the initiative in the first place”.
Funding of universities
This also brings into sharp focus the ever-pressing matter of university funding. Zeleza advises university leaders to place a greater focus on seeking funding from African philanthropic organisations and high net-worth individuals.
“The data indicates that higher education is not a priority for giving among this group,” he says. This is quite contrary to experience in other parts of the world and among leading universities, such as Harvard and Princeton.
“So, the challenge for African universities as part of their mission of engaging society is to approach and cultivate these individuals in a strategic way.”
Zeleza also embraces the benefits that technology may bring to higher education, although, he says, “universities should avoid adopting a technologist kind of viewpoint in which technology is viewed as a thing and an end in itself”.
“The issue has to be the extent to which universities are enhancing their value proposition in terms of deploying and developing new technologies in support of digital learning, research and scholarship, and public service and engagement.”
In this regard, he advises that “universities must ensure that students are equipped with the appropriate digital skills, [which are] essential to employability”.
“There is also a need to equip students with information literacy so that they can navigate the huge and ever-increasing amount of information that is available, mostly online.”
The new technologies can further be deployed to facilitate competency-based educational practices, personalising learning, and allowing individual students to move at their own pace, Zeleza says.
Meanwhile, the more democratic access to knowledge facilitated by online technology is leading to new pedagogic approaches, he argues, and a change in the role of teaching professionals. “Teachers, lecturers and professors are no longer the fount of all knowledge.
“Increasingly, the teacher’s role is to equip the students with the ability to engage in critical enquiry and critical discourse. Thus, the lecturing method is giving way to a more interactive co-learning process – a kind of coaching relationship.”
Alongside this, Zeleza says, a new curriculum must be developed that can take account of technological development, including through the continuing establishment of new science degree courses but also through promoting a complementary role for some of the arts and humanities.
“The 4IR is not simply about technology in isolation, but also about how it is integrated with, contributes to, and is transformed by creativity,” he says.
“In this regard, I prefer the acronym STEAM, which includes an “A” for arts, to the acronym STEM, which refers only to science, technology, engineering and mathematics.”
Creating a new African ‘library’
On the question of the role of indigenous knowledge in the African university, Zeleza envisages an increasingly sophisticated approach to indigenous and other systems of knowledge or ‘libraries’ as Congolese French philosopher and historian Valentin-Yves Mudimbe termed them.
“The tendency is to freeze the notion of indigenous knowledge to an imaginary point in our collective history … and, typically, this reference point is that of pre-contact knowledge, meaning before contact with Europe and colonialism,” he says.
However, he explains, this gives rise to a “banal” definition of African knowledge as an oral formation that stands in opposition to written European or colonial knowledge.
There are at least three streams in Africa’s ancient knowledges, which include the Christian library, the Islamic library, and the oral one, “for lack of a better term”. Zeleza argues that African academics and intellectuals need to claim these libraries which have co-existed for more than a millennium on the continent.
The real problem, however, is “the overwhelming nature of the colonial library in terms of its impacts on our political and intellectual economies”, he says.
“We have become so consumed – and rightly so, to some extent – by the colonial library that we have forgotten these other libraries.”
In response, a key mission for the African academy is to create “a new library out of the constellation of the continent’s diverse libraries,” he says, “so that we can provincialise, deconstruct and decolonise formerly centric knowledges and in their place create empowering knowledges that do not limit us to a formulation of our identities that, itself, is part of the Eurocentric episteme”.
This article is based on an interview conducted by Professor Crain Soudien for the ‘The Imprint of Education’ project, which is being implemented by the Human Sciences Research Council (HSRC), South Africa, in partnership with the Mastercard Foundation. This project, which includes a series of critical engagements with experienced scholars and thought leaders on their reimaginings of higher education in Africa, investigates current and future challenges facing the sector, including best practices and innovations. The transcript has been edited for length and focus by Mark Paterson and Thierry M Luescher and the full interview will be available on the HSRC’s website.
Heckling: Political Fine Art or Mere Intolerance?
Tradition gives the politician the power to talk down to the public. But where is the citizens’ voice and platform to register their disapproval and displeasure? Is heckling inherently wrong?
Hakuna! Ongee! Tawe! Gũtirĩ!
The human being is a heckler. It doesn’t matter whether he’s a polished and refined bureaucrat or a rusty hawker in some dark and desolate alley along River Road. The accountant, when home from work and in front of his 40-inch TV, will still heckle and chuckle when he hears a disagreeable comment from a politician. The prize goes to the hawker though, who will attend a meeting and courageously make his feelings known.
The question as to whether heckling is right or wrong falls within the realms of nature. And nature, you’d agree, is complex. Questions of nature have no simple or simplistic answers. Nature scorns soundbites and clichés. And nature is not just about majestic forests, clothed in death-like stillness—or the power and poise of lions as their roar echoes and re-echoes across the rugged expanse of the Mara.
Finally, nature is not just about atoms and electrons.
When correctly comprehended, nature encompasses the metaphysical. It deals with ideas and ideals as well as values and virtues. In antiquity and during the classical periods, natural philosophy was a big scholarly tent under which men studied astronomy and beauty, physics and ethics—all side by side.
This is to show that to study heckling—is to study ethics—and to study nature.
In less than six months, Kenyans are going to the polls for an election that will usher in a transition. Politicians have many tools and avenues to pass their message across to the populace: a few refined town hall-like meetings, a dash of carefully worded social media messaging through platforms like Twitter and Facebook, and live TV interviews, where politicians and their apparatchiks smash phones and bang tables to emphasize their arguments.
Yet the truth is that a political rally remains the theatre of action and the real marketplace of political discourse. In a typical political rally, tradition gives the politician the power and prestige to talk down to the public. They clap and chant and then go home. The (un)settled opinion is that if a citizen does not agree with a politician or with his message, he should just stay away. Heckling, they are told, is immoral, uncouth, even criminal.
However, where is the citizens’ voice and platform to register their disapproval and displeasure? Is heckling inherently and invariably wrong? Are there situations when heckling should be tolerated, even encouraged? What is the place of heckling in a free and democratic society? How does the law on heckling intersect and overlap with issues to do with free speech?
To understand anything, it’s important to travel back in time to its roots and origins. Before the 18th century, the word “heckling” as we now understand it meant an entirely different thing. A heckler was then a person using a tool called a heckle to comb and refine flax, or in some cases, hemp. Heckling involved drawing out the unwanted fibres from the flax so that it would be clean enough to be spun. A heckler therefore was an industrious worker, who, I should imagine, was dignified and respected.
It was not a coincidence that the Scottish town of Dundee, which was home to many heckler-workers, would emerge as the place where heckling was refined and transformed to become the proto-type of the heckling that we now relate to. Heckler-workers would choose one from amongst themselves to read the day’s news to the whole group. In response to politicians’ reported speeches that they deemed absurd or ridiculous, the rest of the heckler-workers would taunt and tease, scorn and sneer.
A heckler was then a person using a tool called a heckle to comb and refine flax, or in some cases, hemp.
In Scotland, even when the meaning changed with the times, it did not at first involve derisive catcalls, loud jeers, or disruptive boos. Instead, heckling referred to the intense questioning of politicians by the public. The Scottish story tells us that heckling is a legitimate tool that has the potential to improve the democratic tone and texture of a republic. In many other countries, heckling has been a successful device both as a political thermostat (to influence public opinion or government policy) and political thermometer (to reflect public opinion or government policy). Public speeches about the Vietnam war, nuclear weapons, clean fuel, apartheid, and civil rights have, for the same intent, involved some heckling-punctuated protests. This history is important. It shows us that heckling was a socio-political device invented by struggling industrial workers—the class we would call hustlers in Kenya’s current political jargon. Even more curious and exciting is the fact that, as a political device and innovation, it evolved in Scotland, the birthplace of John Stuart Mill, the foremost patriarch and prophet of civil liberty including free speech.
Many political leaders have since been heckled, even those upon whose graves history has put gorgeous wreaths of beautiful flowers. Nelson Mandela was heckled by Muslim adherents in 2001, when he paid a visit to the Grey Street Mosque in Durban, Kwazulu-Natal, because of his stand on the war on terror and the American military campaign in Afghanistan.
In Kenya, the most enduring story of heckling was President Jomo Kenyatta’s visit to Kisumu in 1969 where he was met with shouts of “Ndume, Ndume”—the approving chants directed to elevate his then foremost political nemesis Jaramogi. When Kenyatta rose to speak, his unprintable expletives provoked the crowd. Chaos ensued. Police started firing randomly. Official government records put the death toll at 11.
Without being insensitive to the victims of this incident, this figure, in the weighing scale of fatalities—does not answer to the subsequent description of a massacre. Prof. Macharia Munene, in his book Historical Reflections on Kenya, alleges that the term Kisumu massacre evolved due to the push by historians such as William Ochieng and Bethwell Ogot. But that’s a story for another day.
Many political leaders have since been heckled, even those upon whose graves history has put gorgeous wreaths of beautiful flowers.
As we can see, the cost of heckling was paid in blood and tears. Most recently, thanks to the expanding democratic space, heckling is increasingly tolerated. While on the campaign trail recently, Raila was heckled some places in Meru. William Ruto has also been heckled in parts of the former Western Province.
There are convincing arguments against heckling. One very seductive argument is that heckling limits free speech.
The gold standard for free speech—in Western thought and civilization—is Mill’s Liberty. In this Tour de Force, the student of politics will find perhaps the most elegant arguments in favour of free speech ever penned. Listen to this:
If all mankind minus one, were of one opinion, and only one person were of the contrary opinion, mankind would be no more justified in silencing that one person, than he, if he had the power, would be justified in silencing mankind.
In issues to do with free speech, Mill argues, numbers mean nothing. The opinion and voice of a solitary man is equal to the voice and opinion of an impressive assembly.
When you silence a person, the cost to knowledge and social progress can be huge. And the person who “loses” is not just the person silenced. The loss is for the whole society, as Mill eloquently posits:
The peculiar evil of silencing the expression of an opinion is, that it is robbing the human race; posterity as well as the existing generation; those who dissent from the opinion, still more than those who hold it. If the opinion is right, they are deprived of the opportunity of exchanging error for truth: if wrong, they lose, what is almost as great a benefit, the clearer perception and livelier impression of truth, produced by its collision with error. [Emphasis mine.]
Yet in the chaotic sphere of heckling, there’s a tension and struggle between the free speech of the speaker and the free speech of the heckler. If you give one the benefit of an uninterrupted speech, you shut down and deny the other. It almost looks like a zero-sum game. You might argue that the meeting has been convened by the politician and therefore is technically the politician’s meeting, and that he should hold the exclusive keys of free speech.
This was William Ruto’s argument when he lost his cool in the face of sustained heckling during a Laikipia tour.
Granted, we are wont to view the heckler as the aggressor who wants to take a place belonging to someone else. That, moreover, the people who attend a rally or some other public meeting come purposefully to listen to the speaker and not the heckler.
Well, not quite.
In the Heckler’s Promise, Lee Campbell, argues in his paper that the heckler wants neither to be the official speaker nor silent mute. And that without the heckler, public speaking is not democratic as should answer to the meaning of participative democracy. Campbell also argues that if we muzzle the heckler, there’s no genuine encounter between the politician and the citizen.
Moreover, I tend to view heckling as social release—some form of catharsis—that is absolutely necessary in a living and breathing democracy. For how do you muzzle a citizen and subdue him with fake batons of decency and decorum—when he comes to listen to a member of parliament who has squandered the constituency’s allocations on girlfriends—by telling him to listen passively or to request for an impossible chance to speak? Or how can anyone really fault the crowd for heckling President Moi at the burial of Robert Ouko?
Yet in the chaotic sphere of heckling, there’s a tension and struggle between the free speech of the speaker and the free speech of the heckler.
You can say that he can register his disapproval through the ballot. And therein lies the problem. The politician has a vote, a voice, and a platform. Yet the voter only has the vote. And we’re not talking about legislation—which the citizen delegates to his legislator—according to the canons of representative democracy. Here, we’re talking about public discourse and/or expression.
You can also argue that the citizen can convene his own meeting. However, who knows him? If he calls a meeting, who will attend?
If we fully grasp the power dynamics between Prince and Pauper, to borrow the title of Mark Twain’s popular novel, then perhaps the heckler should be congratulated—not criticized.
Yet, the truth is that the prince and the pauper are not equal and never will be. Adam Smith, the celebrated classical economist and moral philosopher, even argues that social inequality is good for society. Without it, there cannot be any meaningful progress. Egalitarianism is utopia.
So, we should perhaps admit that a citizen will not have the voice and the platform like the politician. Yet even if the platform is the politician’s, it is wholly against nature to be passive like a pebble; even a stone causes ripples when it is thrown into water.
There can be a compromise: We don’t have absolute rights—even when it comes to the right of free speech or expression. So long as the speaker’s right to speak is not drowned out and completely halted, you have not interfered with his right to free speech. If you heckle him spontaneously or at intervals that do not make speech impossible, you may have just achieved the democratic ideal that the majority should decide—and the minority be heard. This is as it applies to the voice, separate to the vote.
So the point is: you should not heckle with the intention of disrupting—but only to register your displeasure. Otherwise, you’re limiting the speaker’s rights and the rights of others—who came to listen to what the speaker had to say. As celebrated jurist Oliver Wendell Holmes would memorably aver, “The right to swing my fist ends where the other man’s nose begins.”
But some might still argue that it’s right to disrupt a meeting. Of course that’s correct—even if it’s illegal! This is because something can be legal but patently unjust and unconscionable. That is the field and sphere of civil disobedience in the tradition of such figures as Henry David Thoreau, Martin Luther King Jr., and Mahatma Gandhi. Here’s what Martin Luther King Jr. said:
An individual who breaks a law that conscience tells him is unjust, and who willingly accepts the penalty of imprisonment in order to arouse the conscience of the community over its injustice, is in reality expressing the highest respect for the law.
In any case, ideas are like commodities. For instance, if you found someone selling heroin to children, and if you had the strength, would you leave him right there, and go to report the matter to the police? You’d first disrupt the sale. It’s the right thing to do.
By that analogy, if someone is selling poisonous and dangerous ideas, you’d be duty bound to disrupt him or her by any means including heckling. The fundamental element of civil disobedience is that disruption must be civil.
Of course, violence and stone-throwing are acts beyond the pale and which the law and society should condemn.
While heckling is to a large extent acceptable, it can be used by political opponents to disadvantage rivals in the political marketplace. That’s the reason organized heckling is suspicious. However, organized hecklings are not created equal. For instance, I don’t believe that voters should not organize to heckle a politician.
“The right to swing my fist ends where the other man’s nose begins.”
Politicians meet all the time to plan what they’ll tell us. This is organization. There’s nothing wrong if the people organize on how they’ll register their displeasure—provided they do this by themselves. The organized heckling that can’t pass muster is the one where a politician uses money to plan and heckle a rival’s meeting. This is corruption of political discourse which makes the political marketplace artificially un-even.
This treatise would not be complete without mentioning one other important function of heckling in a free and democratic society. Heckling tests the emotional intelligence and wit of a politician. It’s a bad sign for a democracy if a politician is easily rattled by hecklers.
The famous British parliamentarian John Wilkes was on the campaign trail when he met a heckler. This is how it went.
Heckler: Vote for you? I’d sooner vote for the devil.
John Wilkes: What if your friend is not vying?
Everyone, I can imagine, burst into uproarious laughter, while approving Wilkes witty response.
This is one area Deputy President William Ruto should probably work on.
Heckling can be fun, especially if it’s spontaneous. It can actually qualify as an artful form of expressing dissent.
So go and heckle—but don’t disrupt.
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