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The Schools of Fire and Blood

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The Schools of Fire and Blood
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I was once suspended for inciting a strike. Or at least that is what the letter said. It was the March of my second year in high school; in my first, we had gone on strike twice. The first was a peaceful act of protest that begun at the assembly ground on a cold Monday morning, moved to a kamukunji in the sports field, and ended with us walking seven kilometers to the highway.

The second was a brutal affair. To this day, I am not sure exactly why we went on strike. Days before the national exam begun, we woke up in a war zone. People breaking window panes, banging on doors, and fighting. What we woke up to, in the rooms nearest the toilets, which were nicknamed Soweto, was a hooded boy whipping one of my roommates with a hockey stick. The combined chaos was traumatic, and explains why I still hyperventilate whenever I hear a metal door banging.

The reasons for both were varied; the first involved a long list of asks, including a new TV. The reasons for the second were less defined, and did not matter much as we ran through the trees and climbed over the gate at midnight. What did was saving our lives, and helping the injured away from the mess.

After the chaos of my first year, we got a new deputy principal, a disciplinarian tyrant who came with the energy of a man on a mission. With no rules beyond those he decreed. Those rules were madness, and his favored way of implementing them was slaps, punches, suspensions and expulsions.

While I sat on the floor in his office that Wednesday morning in March, he said “I didn’t even know you, so huwezi sema ninakukuonea.” He said other things, but that is the sentence that lingers to this day. On that cold floor with my friend and classmate Jackson, who had returned from a previous suspension just two days before, our attempt at explaining what the grievance was dug us deeper into the hole. It was a simple demand, to restore the labor system we had found, which made first years the “wheelbarrows” of the school, with duties reducing as one moved through the four years. We had paid our dues, we felt, but the man sitting across from us did not want to hear. “You were planning a strike”, he repeatedly said, and our attempt at protest was indiscipline. We returned two weeks later, to sit outside the principal’s office as the adults in the room discussed how we should be punished. I was called in, for a short five minutes. I stood at the end of a long table, in a room full of men (including my father), and answered three questions. None was about what the issue had been, or what I had hoped to achieve. At the end of it, my tormentor pushed a ‘contract’ that stated that if I was caught in any act of indiscipline again, I would be expelled. Then I went back outside and sat. An hour or so later, my father, a retired high school teacher at that point, walked out right past me.

I spent the next three nights digging a pit, my act of penance. In my file, the contract sat at the very top, a reminder that this one misunderstanding would be part of my school record forever. Jackson did not survive. He survived our suspension, but he was on a third one within a week for a frivolous charge. Then he was expelled.

The result of this tyranny, which included a spy network (which is how they had learnt of our plan to approach the man), was not a better learning environment where discipline thrived to everyone’s benefit. It was the reverse. We became a police state in many ways, engaging in guerrilla acts of protest and subterfuge that extended beyond the school fence. Once, someone poked holes into the deputy principal’s tyres while his car was parked outside a hotel in a nearby town. Then, someone punched his young son in the face in the middle of a sports day. The culprit was never caught, even though the incident took place in the middle of the day on a field with hundreds of people.

Burned spies were hunted down and, in the middle of night, beaten to a pulp by groups of people with anything they could get their hands on. They lost their mattresses and blankets, and had to sit watching their laundry dry because it would disappear if they blinked too slowly. They became social pariahs, often only saved by being appointed to the prefect body, if they were not already members of it. Still, the resistance was broken by the brutality of the consequences.

The only time we came close to striking again was once when the deputy principal horsewhipped someone so badly he tore his back in multiple places. But there were many foiled attempts, sometimes only known to us when people were expelled. The relationship between the administration and the student body was irreparably broken, and it felt as if we were hostages as opposed to teenagers seeking an education. There was no recourse for injustice because even the parent body felt such measures were necessary to keep the peace. But it was not peace, it was just the absence of war.

Once, in my third year I think, we came back from the holidays to new rules. Only school uniform would be allowed within the school walls., Anything else we had with us was left in a pile, stashed in sacks, and hidden in the stores. Our t-shirts, jumpers, and pyjamas stayed there for more than six months. In the meantime, in the freezing days of Kijabe, we suffered recurrent bouts of flu and chest infections. Any attempts at getting our clothes back, so we could keep warm, resulted in the same consequences as organizing a strike or burning a dorm. So we stayed submissive, until we eventually could not. Three friends and I cornered the deputy principal one Saturday afternoon as he was walking up to his office. We told him, as politely and as vaguely as we could, that we were barely surviving the cold nights. He had this odd smile on his face, perhaps because of the distance we kept from him while we relayed the plea. Not be within arm’s reach of the man was a survival tactic, because he was ambidextrous with his slaps. He listened, and said repeatedly that whatever was not part of the school uniform was contraband. We told him about the chest infections, and the flu, but he was adamant. So we thanked him for his time and bid him a good day. It was only three months later that we got our clothes back, mouldy and damp. We could now wear them as long as they were under the school uniform. It was a small win, but a win nonetheless.

The man himself became my unwilling mentor (the lack of will was on my part) as I became the school pen. He pushed me to write more, and would publicly embarrass me if I had nothing for my five-minute news bulletin time slot during the school assembly. My reports were a mix of journalism, satire and sometimes pure gossip, a break in an otherwise boring school tradition. My personal relationship with him evolved from that Wednesday morning in March to somewhat of a distant friendship. He was still a brutal, angry man, but for some odd reason he thawed around me.  To the point of once reminding him of a time he slapped me so hard I farted as I fell on my back in his office. He laughed about it, we both did. But his idea of our inclination towards mischief remained, as did his spy network and his own creepy appearance in the school at odd hours, hunting for new culprits.

Our school grades remained unchanged, but for the next three years, there were no successful strikes. Any problems we had that we couldn’t solve ourselves, we swept under the rug and moved on. Any knowledge we had of who was sneaking out to meet girls or buy food or go drinking we kept to ourselves. Unless it somehow found itself in the wrong circles, then all we saw was people carrying their metal boxes and threadbare mattresses out of the gate. Or coming back with a roll of wire mesh as punishment, before being expelled.

***

Since the first school strike in Kenya, at Maseno School in 1908, students have gone on strike for almost any reason you can think of. At Maseno, the problem was that no learning was happening. The students were instead manual laborers, until they got tired of it.

Once, Alliance High School went on strike because there had been a fight, about foreskin politics, during a football match. Then some strikes, and I would say quite a sizeable number, have been spontaneous, because as Margaret Gatimu found out in this study, of “established cultural norms which dictated fights for power and status.”

Then of course there have been more legitimate causes for protest. Trying to get the attention of the administrators and sometimes even parents to a real or perceived injustice. Or even, as we’ve seen lately, real criminal activity by and against students. In other places it has been teachers driving strikes, to make the institutions ungovernable and get rid of administrators they don’t like.

There were schools like Njoro Boys in Nakuru County and Githiga High School in Kiambu county which were legends in the strike business. I think I once heard they were gazetted at some point as problem schools, got two deputy principals, and gave one an open ticket to instil discipline.

In other schools, there were cases of rapes and deaths and fires. There was Bombolulu, St. Kizito and Kyanguli. There were claims of devil worship and homosexuality. The system doubled down on punishment to find some order, built on the colonial thinking that power is always right. And that children are always wrong, and any stubbornness on their part was an act of defiance. It was a system built to subdue; a boot camp designed to break young men and women and teach them their distance from power. To silence their ability to express themselves, their needs, and their problems. To teach them that to survive, they had to keep their heads down, their mouths shut, and their sexuality suppressed. Granted, the same thing was happening in the larger, adult world outside as well. So they expected their kids to submit too.

For the first seven years after independence, acts of protest in high schools were often peaceful. Then something snapped in the 1970s and they became more violent, more coordinated, and more destructive. A new authoritarian trend was trickling down the Kenyan social structure again, and the subjects in that system were reacting. It made high school and university students experts in guerrilla warfare not just against their teachers, but also against the state and its security forces. It brought fire, for example, the fore as a tool of choice because it is fast, vicious, and requires less cooperation on the arsonist’s part. It made administrators and teachers enemies of the majority, and anyone working with them equally so. It made betrayal punishable by beatings and recently, even poisoning. This is the stuff of war, not education.

Between 1986 and 1991, according to BA Ogot in his memoirs My Footprints on the Sands of Time, there were 567 school strikes (305 mixed schools, 206 boy schools and 56 girl schools). That was a rate of a school strike every two days of the school calendar. Despite this, President Moi only appointed a commission of inquiry after The Rape of St. Kizito where 71 girls were raped by the male students and 19 died trying to escape from their attackers.

That dark night was the worst yet, and it had begun as a protest against fees. The girls refused to participate in a planned strike, and on the night of July 13th 1991, all hell broke loose. The 271 teenage schoolgirls fled and hid in their biggest dormitory, locking all points of entry. At 1:00 a.m, after an initial attempt to break the doors had failed, the boys came back with bigger stones and smashed the doors down. The result was a massacre that shocked a nation, and the immediate consequence was the arrests of more than ten suspected rapists and three watchmen.

But the reaction, or rather the response of the school’s administration was the most telling of the problems emblematic of our school system. The principal said the school was haunted, and then added that rape was, in fact, a common occurrence there. He seemed to be saying that the only difference of the night of July 13th was that 19 girls had died, four of them from suffocation. The boys, as his deputy infamously and tellingly told the president “…just wanted to rape.”

It was appalling, but the response was not to try and make schools safer by listening and responding to student grievances, it was to double down on disciplinary measures. The Rape of St. Kizito was not the only time that year that boys in a mixed school broke down doors and dragged girls outside where they repeatedly gang-raped them. In another major incident of the year in another school, students protesting the bad state of their food drowned the school cook in a vat of porridge. The only reason St. Kizito made news, as someone noted at the time, was because 19 girls died. This remained the case when, 7 years later, 25 girls died in Bombolulu in a school fire.

And three years after that when 68 young boys were turned into smouldering piles of ash at Kyanguli. It was one of those days when everything that could go wrong, goes wrong. Arsonists begun a fire in a dormitory, then it got out of hand because someone had lost the key to one door and no one bothered to change the lock. Half the boys in bed that night couldn’t make it to the other side of the fire, and in the mix of panic, stampede and survival instinct, died. The same sequence of events happened at Bombolulu, except for the part where the girls were actually locked in their dorms at night. Sources differ on whether it was arson or the result of an electrical fault.

Then, in 1999, a group of arsonists locked four of their prefects in their cubicle at Nyeri High School, and doused it with petrol before setting it on fire.

In all these cases of extreme violence, there was always an underlying reason. At Kyanguli it was the cancellation of the results of the previous years national exams for 100 students, and the discussion, or lack of, on whether they should pay school fees to resit the exam. The pattern was the same. The administration had refused to listen to the students, and had responded only when it was too late. In their own macabre way, these extreme cases forced not just the administration, but the entire educational system to listen. But it was only as an immediate reaction to the tragedies, after which the system slid back into its old ways. And each generation of teenagers found that the only way to get the system to respond was to protest, burn a dorm, beat teachers and refuse to stay in school. Because of the overwhelmingly male nature of such violence, many of the strikes were in boy schools. Girls had to, and still have to, contend with the added gendered risks if they wanted to burn their school and escape in the middle of the night.

Each wave of school strikes is explained away with rampant indiscipline and the lack of corporal punishment in the school system. Despite the fact that research shows that violence among teenagers can spread like a contagion, as it often does in Kenya schools every few years, the glaring risk factor of one-way communication remains unchallenged. Children are meant to be seen and not heard and even teenagers, who are just years or months away from adulthood, are still considered treated as kids. Because often their priorities are different and immediate, like better food or less bullying, they are postponed until they cannot- be. Now, kids caught up in the only recourse they feel they have, are to be condemned with a criminal record for the rest of their lives.

The same approach to strikes in universities that has cowed student bodies and made those education institutions prison-like entities will be escalated at the high school level on minors. If you think about it, the school system and the prison system have many things in common… The authoritarian structures, the set dress code, the emphasis on silence and order, the negative reinforcement, the loss of individual autonomy and the collective punishment. Like a prison, students walk in lines and have set times, enforced with severe punishment, for eating, recreation, and sleep…and recently, just like in the prison system, we are trying to set the same uniform for all schools in the country.

The state is doubling down on punishment despite the fact that our laws, despite their many flaws, are insistent on the protection and privacy of minors, even when they exhibit criminal behavior. But none of this will help, at least not in the way they think it will. If the issues that trigger strikes remain, and the adults in the room insist on speaking above the kids they have been tasked to educate, then nothing will change.

Every generation is expected to have a sense of history, but high school students are still adults in the making. Which is why we place them in the care of fully-formed adults who, we expect in theory at least, have a sense of history embedded in their moral and professional code. But if the havoc of school strikes hasn’t changed much in the last 40 years, and students only stay in schools for four years, then who isn’t learning from experience?

***

A few years after I left, I was in my alma mater for an event when I bumped into my former tormentor and mentor, and we took a short walk together. There were many things to talk about, including how someone had burnt a dorm the previous term. The forlorn look on the man’s face, of failure on his part, was matched with his pursing lips, like a quiet determination not to let it happen again. I did not pry and got the details from someone else. After years of foiled strikes over different issues, both flimsy and salient, someone had finally succeeded. His choice of weapon, fire, was combined with another trait that tends to emerge in war zones; he was a lone ranger. He torched one of the biggest dorms in school, not at night, but in the morning while everyone was gathered for the school assembly. All the teachers saw was the smoke billowing towards the sky. There was no way to know who the lone arsonist was because the student body went on a stampede, expectedly.

A few years ago, the man who represented law and order at my alma mater tragically lost his son. The boy who had been punched in the school field, now a young man, drowned in a swimming pool. From the reactions in the many alumni Whatsapp and Facebook groups, what stood out was the lack of sympathy for his father. More than a decade after some of us left the school, which he had also left by then, he was still considered a vile human being who deserved any misfortune that came his way. This being said by people who were young parents, and who in a few years, would be driving their kids to begin their new high school life.

High school students might still be minors, but they are not the mindless creatures the school system is designed to treat them as. And they keep reminding the adults in power about this, generation after generation, often fruitlessly. The adults imagine schools to be utopias. They are not.

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Owaahh is the pseudonym of a blogger based in Nairobi

Reflections

Easter in the Holy Land, and Tracing The Modern ‘Way of The Cross’ in Palestine

Many Palestinians refer to our 70-year experience of living under Israeli occupation and the suffering we endure as “walking the Via Dolorosa” or the Way of the Cross.The stations of suffering that are visited include: checkpoints, permits, refugee camps, blockade, home demolitions, detention without trial, and bombing.

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Easter in the Holy Land, and Tracing The Modern ‘Way of The Cross’ in Palestine
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For Christians in the Holy Land, Easter is the most important of the Christian holy days. In fact, Palestinians refer to it as al-Eid al-Kabir (the Big Feast) while Christmas is known as al-Eid al-Saghir (the Little Feast).

The Saturday before Easter Sunday is the climax of the Holy Week in occupied Palestine. Sabt Al-Nur (Saturday of Light) is an Orthodox tradition that marks the end of the Easter fast. Tradition holds that every year on the Saturday prior to Easter, a flame arises from the tomb of Christ at the Church of the Holy Sepulchre in Jerusalem.

The miracle of the flame is celebrated by lighting candles from this flame in Jerusalem and carrying it from one town and village to another in Palestine.

Although Sabt al-Nur is an Orthodox tradition, Christians of all denominations have attended the ceremony in Jerusalem for generations, in what has always been a major community event for Christians in Palestine.

But last year, only a few hundred Palestinians made it to the Church of the Holy Sepulchre for the ceremony of the Holy Fire. Most Palestinian Christians have never seen the miraculous flame – not because we don’t care about the tradition – but because Israel restricts us, especially our young people, from entering Jerusalem. Jerusalem: the sacred city of Christians all over the world; the place of Jesus’s crucifixion and resurrection, the birthplace of Christianity itself, the site of its first churches.

As a little boy, I remember travelling to Jerusalem from our village of BeitSahour. BeitSahour is located just outside of Bethlehem, and is less than 15 km from Jerusalem. Yet it is a trip that took several hours due to the “no-man’s zone” imposed on us when Israel was created in 1948. This forced us to go through a route nearly three times longer than the normal way.

Now, I can no longer visit Jerusalem at all. I am a former political prisoner, and have been placed on an Israeli “security” list. The Israeli authorities will not grant me a permit to visit Jerusalem. My 35-year-old son has travelled widely and seen almost half the world, but he too is barred from Jerusalem.

Our story is not unique. Palestinians – indigenous to the Holy Land and who live a few kilometres away from Jerusalem – must beg for permission to visit, endure humiliating searches and pass through walls and checkpoints, while pilgrims from Germany, the United States or Peru can fly in for Easter.

For most Palestinians – whether Christian or Muslim – Jerusalem is the city we love the most and visit the least.

As an Easter “goodwill” gesture, Israel says it has issued approximately 10,000 permits to Palestinians from the occupied West Bank and 500 permits to Christians in the besieged Gaza Strip, where several thousand live. Is it really goodwill to force people to apply for permits to visit and worship in their most sacred city during their most sacred time? Is it goodwill to turn the sacred city into a military zone?

During Easter, barriers are set up in the early hours of the morning in the courtyard at the Church of the Holy Sepulchre. Its aim is to keep people out of the Church: a site central to Jesus’s death, crucifixion and resurrection.

Israeli army officers are present around the gates of the Old City and passages that lead to the Holy Sepulchre, as well as inside the Church itself and on its roof. These measures restrict freedom of movement for Palestinians, preventing Palestinian Christians from worshipping at the Church during this auspicious period. Even priests are not allowed to move freely. Is this what freedom of worship looks like?

Today, Palestinians feel that not only are our religious, cultural, and spiritual celebrations under attack but our whole existence as well. In fact, many Palestinians refer to our experience of living under Israeli occupation and the suffering we endure as “walking the Via Dolorosa” or the Way of the Cross.

However, this Way of the Cross is not confined to Easter week, but has been going for 70 years. The stations of suffering that are visited include: checkpoints, permits, refugee camps, blockade, home demolitions, detention without trial, and bombing.

Today, Palestinians are still walking the Way of the Cross, and anxiously awaiting the Day of Resurrection – the day the stone that blocks the tomb of occupation is rolled away.

The message of Easter and the Resurrection is that those liberated by God cannot be made slaves by anyone. But this is what is exactly what is happening today in occupied Palestine. Israel is asking the Palestinian people to let their freedom die, so that the Israeli people can live.

In the Holy Land – the land of the Resurrection – we see one group of people committed to security, justice and peace for themselves, only that is built on injustice and occupation for another set of people. We see one human being living at the expense of another human being. Christians believe Jesus Christ died and rose from the dead to give life for all, to enable everyone to triumph over death. His resurrection gave life, justice and peace for oneself; their people; and all the peoples of the earth.

Freedom for one group cannot come through the oppression of another.

Israeli security and peace cannot be built at the expense of Palestinian security, dignity and peace. The occupation of Palestinian life must end, so that both Israelis and Palestinians may live as equal human beings.

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Reflections

Rhetoric and Injustice: An Easter Reflection on Jesus Criminalised

Re-reading the passion narrative of Jesus allows us to be suspicious of how criminality is constructed today. The divine sharing of criminality exposes unjust systems that prosecute innocent people everyday, who are forced to plead guilty or are prematurely declared guilty.

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AND GOD RESTED ON THE SEVENTH DAY: Faith as a tense truce in an African reality
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“The cross places God in the midst of crucified people, in the midst of people who are hung, shot, burned, and tortured.” ~James Cone, ‘The Cross and the Lynching Tree’

How important is the cause of Jesus’ death for our celebration of Easter this weekend? Those familiar with the Easter story may find the question of the utmost importance. They may even explain the cause along the lines that “Jesus died for our sins.” But it is much more complicated than that.

Theologians through the ages have grappled with this central question of the Christian faith. The Apostle Paul argued that Jesus’ death led to reconciliation between divinity and humanity, while Origen of Alexandria, a third-century scholar, believed that Jesus was a ransom payment for Satan. The most common theory we might be familiar with today was articulated by Anselm, a twelfth-century theologian and philosopher. Anselm’s view of Jesus was that of substitutionary atonement, where God is depicted akin to a feudal lord whose honour had been offended by the sins of humanity. Christ then acts as a stand-in for humanity, suffering crucifixion for human sin and satisfying God’s just wrath against humankind’s transgression due to Christ’s blamelessness.

In their interpretations, these theologians are less concerned with the finer details of the historical circumstances that led Jesus to Calvary, as reported by the gospel writers. This is not to say that they are not interested in history, because the death of Jesus is a material fact that grounds its subsequent spiritual and allegorical interpretations.

The gospel writers more directly describe accounts of concrete reasons why Jesus received a death sentence; why and how a Judean peasant is sentenced to lethal punishment by a Roman procurator. They present narratives of arrest, trials, sentencing, and execution in order to articulate the causes of Jesus’ death – and to underscore that he was innocent, unfairly tried, quickly sentenced, and disproportionately punished.

Jesus’ death is not the consequence of well-distributed justice. Instead, it is the lynching of a man who through rhetoric, coercion, and popular opinion was criminalised. Although the gospel accounts differ in many regards, one place in which they are consistent is that portray Jesus as innocent. Jesus is depicted in the gospel accounts as one who has not done anything that deserves death; however, the people determine his guiltiness independently of both his actions and the charges levied against him. The charges actually function rhetorically to portray Jesus as a criminal.

Luke’s gospel is particularly useful for seeing how Jesus is criminalised. Luke is clear in illustrating how Pilate finds no reason to charge Jesus; however, the accusations of the Jerusalem temple leadership inspire the people to seek Jesus’ crucifixion. The people deem Jesus guilty without any evidence.

I see parallels with contemporary discourses that employ similar rhetoric and criminalise certain groups in today’s society. Khalil G. Muhammad, in his seminal work The Condemnation of Blackness: Race, Crime, and the Making of Urban America describes how criminal rhetoric and racial logic in America have gone hand in hand, to the point where statistics were manipulated to “prove” that African Americans were more prone to crime than their white counterparts. Muhammad’s work underscores the fact that criminality is not about committing crimes, but it is about systems of power. These systems create and perpetuate discourses that present people marked by status, class, gender, and race, as prone to and even guilty of crime prior to gathering evidence.

The same kind of rhetoric is at work in the gospel accounts of the crucifixion. The text in Luke 23:1-25 suggest that the accusations against Jesus, and his subsequent sentencing to death, mark how Jesus is classed as a criminal and how he is thus punished, although the allegations are unfounded or at least deemed by Pilate to be inconsequential and certainly not worthy of death.

In the accounts, Jesus is accused of three offences.

Charge 1: Stirring up our people

In the gospel of Luke, the Jerusalem temple leadership – comprising the priests and teachers of the law – present Jesus as an outsider “stirring up our people”. He is not outside of Jewishness or Judean identities, but he is from the outside of the axis of power in Jerusalem. In their ‘charge sheet’ the temple leaders emphasise that Jesus began teaching in Galilee, another part of Judea on the other side of Samaria. He began spreading his message amongst peasants, fishermen, and farmers in rural Galilee and had now brought his message all the way to the metropolis of Jerusalem. This implies that they consider Jesus either an outside agitator for Jews in Jerusalem, or an insider disrupting technologies of the temple leadership’s power from within.

The gospels all agree that Jesus was teaching in the temple publically during the busiest festival of the Jewish calendar. There would have been extra Roman police surveillance, which the presence of Pilate in the city epitomises. Therefore, Jesus’s broadcasting of “outsider” ideas would be dangerous, especially if those ideas appeared antagonistic to the power of the temple leadership or to Rome. The temple leaders’ arguments here could sound like a “Make Judea Great Again” campaign that needed scapegoats to legitimise the power of the elite and to quell any challenges to their power.

This charge of stirring up the people that the temple leadership raised against Jesus to Pilate does not explain how he stirred up the people and what he stirred them up for, but the connection of this charge to insurrection could depict Jesus as a threat that needed to be neutralised. Hence, when Jesus asks at his arrest, “Why do you come out with swords and clubs as if I were a bandit (insurrectionist)?” he identifies that he is being criminalised as the type of troublemaker that the ancient imaginaire would anticipate to receive crucifixion for seditious activity.

Charge 2: Forbidding people to pay taxes

The Jerusalem temple leadership accused Jesus of forbidding people to pay taxes to Caesar. This at best is an overstatement, because the people did not actually pay taxes directly to Caesar. In Roman-controlled Judea, peasants were not only employed to work on land that they could never own, they were also taxed. This taxation went to the ruling aristocracy (for whom they worked) who in turn paid taxes to Rome and were thus considered a part of the extended Roman imperial family. The taxation, tax collectors, and tax recipients were hated by the underclass.

The relationship between the peasant class and the ruling priestly class explains why the temple leadership, and particularly the priests, would see this charge against Jesus as particularly insidious. The priests, appointed by the Roman procurator, were given a measure of autonomy to run Jerusalem on behalf of the Romans. They were in effect the brokers of the fiduciary relationship between Rome and Judea – like homeguards or paramount chiefs in the African colonial context – and this arrangement during this time was particularly successful for the ruling elite. Pilate had an uncharacteristically stable relationship with the Jerusalem priests and did not have to exchange the high priests as frequently as his predecessor or successor. This relative stability was desirable in Judea in particular, an area that was prone to turbulence and tense relationships with the Romans. Forbidding people to pay taxes would jeopardise this proximate tranquility, which impacted the priests’ economic and political position as well as the people’s safety from Roman aggression.

Charge 3: Claiming to be a Messiah king

The last charge that the Jerusalem temple leadership raise against Jesus is that he says that he is a Messiah king. This charge is important, because it is the only one that Pilate asks Jesus about. This charge most clearly demonstrates the appeal to portray Jesus as an insurrectionist. Both messiah and king are politically loaded terms in the Roman imperial context, and for one to claim either was often linked with being an insurrectionist. The majority of the times this term is used it is in reference to a criminal involved in seditious activity.

Messianism was rampant in first century Judea. The historian Josephus acknowledges a number of figures that considered themselves to be messiahs, who felt they were anointed to bring back the Kingdom of David, or to reestablish Judean independence as had been the Hasmonean period. The activism of many of these messiahs earned them the death penalty on the cross. Even the book of Acts notes how some figures “claimed to be somebody” and had led many people in ineffective movements.

Pilate does not ask about the messiah part of the charge, instead he focuses, as he should, on the charge about Jesus claiming kingship. This charge is both laughable and serious. It is laughable that a Galilean peasant’s claim to regal authority would be taken seriously and given due process by a Roman procurator. It is a serious charge though, because this charge would claim that Jesus is pitting the “basileia tou Iēsou/Theou”- kingdom of Jesus/God against the “basileia tēs Roma” – the Roman Empire. If that was the case, then regardless of status the individual would be guilty of treason and that was a crime punishable by death, even for citizens. With this charge, the Jerusalem temple leadership is seeking the highest penalty that they can for Jesus by portraying him as the most abominable of criminals.

The Sentencing

The gospel of Luke never presents any Roman or Jewish official as deeming Jesus worthy of death until the moment that Jerusalem temple leadership and people exclaim, “Crucify him!” This even shocks Pilate, because he had not found him guilty of any of the charges. But the rhetoric of the elders, priests, and scholars had prevailed, because when Jesus returns from being interrogated by Herod, the gospel writer Luke adds that Pilate addresses not only the Jerusalem temple leadership but the people as well. They unanimously ask for Barabbas’ freedom and Jesus’ crucifixion.

In the account, Barabbas is an insurrectionist who has committed murder and the people prefer him over Jesus. This suggests that the crowd views Jesus as more of threat or more hated than a murderer. This disdain for Jesus from Luke’s narrative is unwarranted and unfounded. However, Jesus is categorically placed beside an insurrectionist and is determined guilty by the people. It is not clear what he is guilty of but it is safe to assume that the people presume that he is more deserving of punishment than one who committed murder and insurrection.

The same rhetorical technique is used when we contrast Jesus with the two criminals who are also crucified that day. One of the criminals suggests that these two have done something worthy of such a heinous death. Although such a speech is unlikely, it rhetorically serves the purpose of illustrating the type of criminal that Jesus is portrayed as. This exposes the vicious nature of criminality, because it legitimates and justifies lethal state power.

Jesus is classed with people who are considered to deserve such a despicable form of punishment. He shares their criminality, because the judiciary process landed them all with the same sentence. Another way to read this portion of the narrative is that if the criminals’ guiltiness is brought about by the same means by which Jesus is criminalised, Jesus’ crucifixion with them could potentially allude to the criminals also being innocent, despite their execution.

This is not justice.

Pilate would have certainly been concerned about suppressing any attempt to supplant Roman power. However, his non-guilty verdict, and its multiple attestations of this across the gospels, is noteworthy. Pilate says that he did not find Jesus guilty of anything worthy of a death sentence, which is not the same as saying that he did not find him guilty of anything. And Pilate’s suggestion to have Jesus flogged exposes how Jesus’ body is marked and understood.

Flogging was reserved for the lowest status of person. It means that Pilate’s suggestion is still humiliation, and recognition that Jesus’ status suggests that he is guilty of some crime even if there is no evidence, and even if the charges brought forth are unfounded. After engaging with the judicial system at this level, Jesus could not go free without being taught a lesson. That is why the word for flog here is so interesting, because it can also mean “to teach.” Pilate’s mercy punishment is framed as diminutive and educative. It serves to remind Jesus and others who were like him of their status in regards to Rome. Nonetheless, Pilate does not get to follow that course of action and is instead prompted by the crowd to sentence Jesus to die on a cross.

Although Pilate issues the sentence, it is the people who make the judgment. The mass of people described in the text is not an unreasoning horde of people, but is part lynch mob and part democratic assembly. They judge what prisoner is let free, even though Pilate does not offer to let one go. They judge that Jesus should be crucified, even though Pilate suggests a milder punishment. By the time the people speak in the narrative, it is clear that the facts of the case are irrelevant and that the people have made a decision. The Jerusalem temple leadership’s role, then, was not to convince Pilate that Jesus deserved death, but it was to convince the people at the praetorium in the presence of Pilate. This is not without historical precedence that public opinion influenced Roman officials’ distribution of justice, especially if the stability of city depended on the people’s response to a verdict. In effect, Jesus is sentenced to death by a state-sanctioned lynch mob.

In the end, I am not convinced that Jesus deserved to die. I see him as caught up in a system that veils its logic of criminality by justifying imprisonment, torture, and execution as legal necessities for the good of society. But this does not critically reflect on how people who may receive the punishments of criminals may not necessarily be lawbreakers or crime committers. If one is classed as a criminal, then one’s body is perpetually in danger of arrest and punishment.

Criminality, therefore, is not about crime. Some scholars suggest that the Roman government would not have been concerned with a Judean peasant unless he had posed some type of serious threat, but that logic assumes that imperial governments are always guided by logic, compassion, and justice.

We can look at our own contemporary (in)justice systems and recognise that that is not always, and for some people it is never, the case. Most justification for criminal rhetoric tends to side with those in power, with the voices that benefit from criminalising lower classes. Then, their criminal status is used as the basis for their continued legal and social oppression.

So, re-reading narratives like the passion accounts of Jesus in light of that observation allows us to be suspicious of how criminals, even today, are constructed by the powerful to maintain oppressors’ authority and distinct identity.

But the passion accounts don’t end there. They end with the resurrection, where the God of Jesus does not allow people falsely imprisoned and criminalised to remain there. This God follows his people through prisons built by criminalised logic and even beyond the grave, guiding them to liberation and resurrection. The divine sharing of criminality exposes unjust systems that prosecute innocent people everyday, who are forced to plead guilty or are prematurely declared guilty.

And if I could just preach for a moment, I would quote Cone again when he says, “The real scandal of the gospel is this: humanity’s salvation is revealed in the cross of the condemned criminal Jesus, and humanity’s salvation is available only through our solidarity with the crucified people in our midst.” This recognition illustrates how the strange fruit of the prison industrial system is linked to the strange fruit hung on southern U.S. trees, which must be linked to the strange fruit Romans hung on the cross at Golgotha. May we strive to not find ourselves like the Roman centurion at the foot of the cross who declares too late, “Surely this was an innocent person.”

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Reflections

We Need New Words: A Reflection on the “War on Terror”

The “War on Terror” is a disruption, that makes normal, absurd reality, a privation of humanity, a shape-shifting enemy that yearns for innocent lives and souls; the menacing colonial state with new fangs.

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We Need New Words: A Reflection on the “War on Terror”
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7th August 1998.

Friday, 10am: Parents, students and teachers are all seated in the school hall, and prize-giving day is about to begin. I had obtained the highest grade in GHC (Geography, History and Civics) and I was to receive a prize. I was elated, because it was the last day of the school term. At home, good grades were a pass to indulge in activities forbidden during the school term.

At 10.34am: The headmistress walks to the podium to give her opening remarks when we hear a blast in the distance. Moments later, the crowd starts murmuring, and the few pagers in the room start beeping. Parents anxiously take custody of their children and a state of anxiety descends on the gathering. Vehicles begin to speed off and the prize-giving day comes to an abrupt end.

A terrorist attack targeting the US Embassy in downtown Nairobi has just happened. The neighbouring building, Ufundi Co-operative House was reduced to debris. 213 people die and more than 5,000 get injured. At the age of nine in Standard Four, I felt the fear and anxiety.

Before August 7th 1998, Kenya had never witnessed a terror attack of such magnitude. The Al Qaeda terror group led by Osama bin Laden took responsibility for the attack professing it was retaliation for US presence in Saudi Arabia in the aftermath of Iraq’s invasion of Kuwait. The national psyche was bruised. President, Daniel Arap Moi regretted that peaceful Kenya had suffered the tragedy of a geopolitical dispute.

My holidays were never the same again. At home, strict curfews were introduced; my mother would call every other day to check on the whereabouts of my siblings and I. My parents introduced holiday tuition as a means, I suspect, of surveillance to protect and curate our movements. “The fear of the public space” had been cemented in my parents’ minds. From then on, I heard my parents add a new phrase in their lingua: “Terrorism” which after the September 9/11 attacks in the United States morphed into the “The War on Terror”. It sounded like they pronounced it in capital letters to imitate the manner the subject of terrorism was broadcast in the news.

********

Over a decade later, in 2009, my brother and I were walking home from an eatery at the Oil Libya petrol station along Mombasa road on a Thursday at 9:17 pm. We lived in South C, a middle-class suburb in Nairobi that had in the last decade bourgeoned into a cosmopolitan neighbourhood with the influx of nationals from Sudan, Ethiopia and Somalia. South C transformed into a place of refuge for nationals fleeing conflict in their home countries.

On this fateful day, a police patrol unit accosted, threatened us with arrest and threw us into a police vehicle on the suspicion as terror suspects.

Mnaranda randa usiku, kwani nyinyi ni Al Shabaab?” barked a policeman. (Why are you loitering about, are you Al Shabaab?)

Hapana boss, tumetoka kwa duka, tunaelekea nyumbani.” (No sir, we are just headed home from the shops), replied my elder brother,

Unadhani mimi ni mjinga? Wale wa kutoka kwa duka ndiyo hutembea na bomb. Ingia hapa nyuma haraka sana.” (Do you think I’m a fool? In fact those who are ‘just from the shops’ are the ones who walk around with bombs. Get into the back of the vehicle!)

In the patrol vehicle, I noticed that my brother and I were the only suspects who did not bear the physical resemblance of Somali people. The state-led counter-terrorism operations had led to the profiling of Kenyans Muslims, particularly from the Somali community. Members of the community were subjected to police harassment, arrests and human rights violations while publicly scorned as associates of Al Shabaab terrorists.

In the patrol vehicle, one of the police officers remarks that were effectively Al Shabaab terrorists under arrest and our freedom rested on our ability to ‘speak’. This was a new experience for my brother and I. Our fellow “felons” seemed to get the drift and reached into their pockets. Each one parted with a bribe as they alighted from the vehicle and we followed suit. There was little choice to make. The “War on Terror” had robbed us of our moral agency.

*********

I met Leila through a mutual friend. We struck a rapport immediately, and shared many intellectual interests. We would often meet up after class, and walk down from the University of Nairobi, talking as we meandered through the maze of Nairobi’s central business district. She was tall, beautiful. Muslim and Somali. Despite coming from different worlds, religiously, culturally socially and politically, our friendship grew. We created our own little universe where we could share our feelings, ideas, grief, hopes and dreams.

My mother was impressed when she met Leila. By her poise, respect for elders (important for my mother), her confidence and emotional intelligence. In spite of all these good attributes, my mother harboured some cultural prejudices towards Leila. A few days later, she sat me down and told me: “You are now in fourth year and about to finish university and start life. As your mother, I want you to get a good Christian wife and succeed in life.”

I didn’t have a response. It was one of those things that parents ostensibly say with love but cut you deeply. We never talked about the incident again but I was affected by her words even as I tried to understand my mother’s prejudice. I finished campus a few months later and my friendship with Leila drifted apart. We soon lost touch.

After the 1998 terror attack, the bombings in New York during 911 and the emergence of Al Shabaab, it seemed that my mother, like many, needed an image to embody the angst, fear and anger that “terror” had brought into her life. Perhaps the need to put a face to the enemy influenced her prejudice and denied Leila her individual autonomy and humanity.

I partly understood it. This was her way of defending herself, a coping mechanism. The “War on Terror” had erased her ability to recognise the humanity of Leila and her story. It simplified her view to labels: brown, Somali, Muslim and danger.

********

4:10 pm: #DusitAttack is trending on my Twitter feed.

4:12 pm: I check my Twitter news feed for a reliable source. I find one, Africa Uncensored’s Twitter handle: “Terrorist attack at DusitD2 hotel, 14 Riverside underway”

4:15 pm: I call my wife. “Babe, are you okay?” “Yes, I am” she responds. “Okay, I’m leaving the office now. Be safe.” I hung up.

4:20 pm: I send out a generic message, “I’m safe,” to my WhatsApp groups to calm my friends and family.

4:28 pm: I packed my bags and I leave the office.

On the afternoon of Tuesday, 15 January 2019, armed gunmen stormed into 14 Riverside, an office complex in Westlands, Nairobi that hosts offices of various organisations, a restaurant and a hotel, DusitD2. The attack began at 2:30pm and was concluded a few minutes before 10:00am the following day. Initial reports were of gunfire and two explosions at the hotel. The attackers, estimated to number between four and six arrived in two vehicles. One of the attackers went in discreetly and blew himself up next to the Secret Garden restaurant. After the blast, the remaining terrorists fired on the guards at the gates of 14 Riverside Drive and lobbed grenades setting some vehicles parked in the parking bay ablaze. The attack left more than 20 people dead.

On my way home, I scribble on my notebook the words. DUSIT ATTACK AND WHAT IT MEANS FOR THE WAR ON TERROR! This is an opening line to an editorial brief I think of writing so that I can commission a few think pieces to shed light on this issue. I would spend the next couple of days thinking about this, until it dawned on me that I had only viewed the Dusit attack as a function of my job: A story to be written, an analysis to be done and a conversation to be had. Not what it really was: pain, death, trauma and dysfunction.

As far as terror goes, I had been alienated from my humanity and myself.

*******

Political vernaculars, writes Keguro Macharia, “are the words and phrases that assemble something experienced as the political and gather different groups around something marked as the political. They create attachments to the political, and they also distance us from something known as the political. They create possibilities for different ways of coming together—from short-lived experiments to long-term institution building—and they also impede how we form ourselves as we from formations, across the past, the present, the future, and all the in-between times marked by slow violence and prolonged dying. Vernaculars are ways of claiming and shaping space.”

Keguro goes on to say that vernaculars are a discipline producing habits, dispositions, behaviour, feeling and thinking. Most of Kenya’s official political vernaculars—corruption, impunity, national security, for instance—are disciplinary. They name real issues, but they also manage how those issues are handled. They shape the possibilities for what is thinkable. They flatten thinking into habits, repetitions, and negations…they create frames on how we see each other, the world and what possibilities we can conceive.

The “War on Terror” is one of Kenya’s political vernaculars. It is the go-to word to arouse fear, anger, racism and religious hatred; to justify bombing, invasion and illegal detentions; to call for major new investments in military capabilities; to justify dependency on the western nations and to muzzle and curtail freedoms.

The implications for African governments governed by despots, warlords or even democrats is an incentive for tyrannical rule. The War on Terror serves the interests of retaining political power and justifies terrorizing of disenfranchised citizens. To the citizens, the word represents disruption, a normalising of an absurd reality, a privation of humanity, a shape-shifting enemy that yearns for innocent lives and souls; the menacing colonial state with new fangs.

We are in need of another lexicon to explain us to ourselves, to frame our sensibilities, our histories and our humanity, in the mists of absurd political vernaculars. We need words that can help us imagine what kind of world we want to build together.

We need new words untethered to the state that can help us imagine how we want to live with each other. Now, more than ever we need the strength to love and dream.

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