afropessimism

The Syli in the Room: Reviving Ahmed Sékou Touré

By Kevin McCleish


Afro-pessimism in its original iteration found use as a medium to explain the phenomenon of perpetual underdevelopment in Africa. As Mahmoud Mamdani notes, Afro-pessimists suggest Africa cannot rejuvenate itself from within due to the persistence of traditional culture. Kevin Ochieng Okoth describes how Afro-pessimism grew from incessant negative depictions of Africa in Western media, which portray an utterly hopeless continent.

In the face of post-independence failing states, raging epidemics, genocide, and worsening inequality, Afro-pessimism resonated with a global audience because it seemed to justify the interventions of actors ranging from saviorist NGOs [1] to agents of structural adjustment programs like the International Monetary Fund and World Bank. If Africans proved incapable of solving their problems, a host of others appeared who claimed they could.

Emerging from the academy, what Ochieng calls Afro-pessimism (AP) 2.0 differs from its predecessor by focusing intently on the experience of black Americans and how, as Adolph Reed Jr. often and sarcastically puts it, “nothing has changed” since 1865. Reed describes AP 2.0 as an approach which…

“... postulates that much of, if not all, the history of the world has been propelled by a universal ‘anti-blackness.’ Adherents of the Afropessimist critique, and other race-reductive thinkers, posit a commitment to a transhistorical white supremacy as the cornerstone and motive force of the history, and prehistory, of the United States, as well as the imperialist and colonialist subjugation in other areas of the world.”

AP 2.0 proponents believe the uniqueness of anti-black oppression prevents collaboration with other oppressed peoples due to fundamental racial antagonism “condemning them to a life of social death.” AP 2.0 therefore hinders the development of the broad, class-conscious coalitions needed to overcome the hegemonic power of capital. This also renders it impotent against imperialism.

Ahmed Sékou Touré, the first post-colonial president of Guinea (1958–1984), understood that fighting imperialism requires collective action across racial and ethnic lines. Touré is best remembered for organizing an electoral rejection of a new French constitution on September 28th, 1958, which prompted immediate political independence for Guinea. Though the referendum was held in France and across all overseas departments and territories, Guinea had the impressive distinction of being the only political unit to vote “no” on the constitution and colonization. Through his organizing efforts, Touré achieved 85% voter turnout with 95% voting against the colonial arrangement.

After becoming president in October 1958, Touré quickly realized that political sovereignty meant little without economic sovereignty. So Touré adopted what he called a “non-capitalist” path of development in recognition that “the anti-imperialist struggle is the climax of class struggle.” Following this path was made all the more difficult by repeated attempts of international sabotage and economic isolation.

A committed pan-Africanist and fierce proponent of nonalignment during the Cold War, Touré played an immense and overlooked role during arguably the most critical juncture in human history: the Cuban Missile Crisis. When President John F. Kennedy directed a naval “quarantine” of Cuba after intelligence showed the construction of nuclear missile sites on the island in response to the American placement of missiles within striking distance of Moscow, the Soviets immediately began planning an airlift of critical military supplies to circumvent the naval blockade. To do so, however, Soviet jets would need to land and refuel prior to reaching the island.

In the fall of 1962, only the five West African countries of Guinea, Ghana, Senegal, Liberia, and Morocco had airstrips long enough to accommodate jet traffic. To stop an airlift before it ever got off the ground, American officials lobbied African leaders to refuse Soviet air traffic. Though each country had its own set of diplomatic challenges, Washington was most concerned about Guinea.

Touré had just accepted Soviet assistance to improve Conakry’s airport runaways months prior. Coincidentally, though, Touré had also just returned from a state visit to Washington where he and Kennedy made good impressions on one another. Recognizing that the Guinean people had nothing to benefit by obliging the Soviet request, Touré, with his trademark independence, refused. His commitment to what he termed “positive neutrality” gave him the diplomatic flexibility to exercise an inordinate amount of influence during the Cold War. 

Unfortunately, readers unfamiliar with the “Grand Syli” (Touré’s nickname; literally “Big Elephant”), are likely to see his revolutionary contributions as a dead end rather than a point of departure. Often overlooked in the Anglophone world, Touré’s radical pedigree, honed from the mass politics of labor organizing, shows how today’s leftists can use labor organizing to facilitate the formation of broad-based coalitions capable of agitating for radical political transformation. Such strategies are a welcome antidote to the alternative approach of AP 2.0, which does not challenge the foundations of the current political economy. 


Radical Roots Sprout a Labor Leader

Touré’s propensity for mass politics came from his poor peasant origins in Faranah, Guinea. As Saidou Mohamed N’Daou recounts, Touré’s social consciousness developed at an early age as he witnessed his deaf mother suffer abuse. His father died early, and mistreatment drove his mother to suicide shortly after. Orphaned at age seven, Touré found loving refuge in his uncle’s family. Touré entered primary school and showed great intellectual promise and an affinity for anti-colonial agitation — from challenging colonial curriculum to organizing protests against a headmaster who forced students to toil in his garden without compensation (the headmaster refused to take responsibility for a student who died of a snakebite whilst laboring in the garden) [2], to leading a food strike, which resulted in his expulsion as a teenager. 

Though his rebelliousness ultimately derailed a promising academic trajectory, Touré’s anti-colonial intransigence ensured he avoided becoming one of the évolués (Africans “civilized” through European education and assimilation) he later came to despise. Had Touré instead complied and wound up in the academy as another “misguided intellectual,” he may have turned out much like his rival and Négritude proponent Leopold Senghor. Touré took issue with Négritude, which — like AP 2.0 — had essentialist foundations.  He dismissed Négritude as a reflection of bourgeois class ideology that merely masked Western cultural imperialism. Touré held that African culture could not be disassociated from political, social, and economic contexts asserting:

“[T]here is no black culture, nor white culture, nor yellow culture…Négritude is thus a false concept, an irrational weapon encouraging…racial discrimination, arbitrarily exercised upon the peoples of Africa, Asia, and upon men of color in America and Europe.”

Rather than ascend to the ivory tower training the colonizer’s comprador class, Touré’s path through vocational school kept him grounded with ordinary Guineans ensuring his exposure and involvement in radical politics.

After several apprenticeships and a year as a clerk in the French Company of Western Africa, Touré passed examinations qualifying him to work in the Post and Telecommunications Department in 1941. Denied the ability to continue his scholarly endeavors through official channels, he continued his studies via correspondence education and took a “Red” turn by devouring the works of Karl Marx, Friedrich Engels, Vladimir Lenin, Joseph Stalin, and Mao Zedong. Despite the French Communist Party’s (PCF) refusal to enroll local members in West Africa (in adherence to the orthodox view that Africa undergo a bourgeois revolution to precede a genuine anti-capitalist revolution), Touré became a founding member of the PCF’s first Guinean study group, Groupes d’Études Communistes, three years later in Conakry. Contemporaries remember the PCF “not being progressive enough” for Touré. But he found them useful to learn organizing methods from.

Not content with merely discussing theories of Marxist revolution, Touré’s political praxis led him to organize the first union in French-controlled Guinea, the Post, Telegram, and Telephone Workers’ Union (PTT), in 1945. The PTT, an affiliate of the PCF-connected French General Confederation of Labor (CGT), flexed its muscle in various labor actions under Touré’s leadership which landed him in jail, but also gave him the credentials necessary to organize the United Trade Union of Guinean Workers (USCG). Under this umbrella union, all CGT affiliates in Guinea consolidated just a year later in 1946. Recognizing “unionism is…a calling…to transform any given economic or social regime, always in search of the beautiful and just,” Touré became the most influential labor leader in French West Africa just five years after forming the first Guinean labor union.

Occurring simultaneously with his ascent in the labor movement, Touré’s reputation as an organizer enabled him to quickly climb the ranks of anti-imperialist political organizations operating in French West Africa, such as the Rassemblement Démocratique Africain (RDA). Formed in 1946 at the Bamako Conference, the RDA, in cooperation with the PCF, attempted to coordinate the efforts of regional anti-imperialist leaders throughout French-occupied Africa. 

While the RDA formed with PCF support, it is mistaken to assume the leaders were all committed to a vision of “Red Africa.”

As it were, the PCF was one of few European political forces committed to anti-imperialism, which forced many associations of convenience. As Elizabeth Schmidt details, under Touré’s direction, the Guinean RDA chapter, later named the Parti Démocratique de Guinée (PDG) in 1950, certainly remained committed to the PCF and CGT far longer than its regional peers who feared anti-communist repression when the PCF lost governing power in 1947 France. Although the RDA officially broke from the PCF in 1950, Touré dubiously followed the RDA line in his political activities and continued cooperating with the CGT in his union work. Unlike the RDA in other regions whose membership was comprised of planters and chiefs, the PDG’s core membership were civil servants and trade unionists reluctant to sever ties with communist organizations.

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72-Day Strike and Electoral Victories

Touré soon integrated his labor and political acumen after becoming the secretary-general of the PDG in 1952. From that point forward, his labor and anti-colonial political activities converged into one indivisible force. The French administration felt the power of the peoples’ solidarity during the 72-Day General Strike of 1953, which set the stage for the famous 1958 independence referendum.

Both Schmidt and N’Daou produce excellent accounts of the 72-Day Strike, the impetus of which was a reduction of the workweek from 48 to 40 hours. Though a work reduction is typically welcome, pay fell proportionally by 17%. Guineans, who were already poor,  protested. But French management was unwilling to compromise. So Guinean labor leaders voted to begin a general strike on September 7th, 1953.

As he had done his entire labor career, Touré gave neighborhood speeches to thousands and continued education programs throughout the strike, urging workers to eschew ethnic strife and embrace their common bonds as workers. Composed of various ethnic groups — principally but not exclusively Malinke, Susu, and Peul — Guinea’s ethnic tensions proved more salient in the rural rather than urban areas due to the coercive power of the colonial canton chieftaincies. In the more cosmopolitan Conakry, calls to transcend significant social divisions using an eclectic mix of themes, found in the language of Marxist class antagonism, French liberal ideals, and selected African beliefs of honor, dignity, and racial pride united workers along class lines.

Like any effective organizer, Touré understood that the value of an idea is measured by its social utility. While some critique the “third way socialism” of Touré, it is unlikely Marxist-Leninist proselytization would have had the same impact on participants as his pragmatic ideological flexibility. By December 1953, workers won their wage increase with 80% of Conakry’s workers participating in the labor action. Trade union membership exploded, from 4,600 in the beginning of the strike to 44,000 by 1955. 

Touré’s foundation in and amongst the people is what made him successful. His effective organization of workers and their corresponding communities laid the groundwork for his coming electoral success and the resounding campaign to dismiss colonialism on September 28th, 1958. Touré’s broad-based coalition strategy became apparent leading up to the independence vote, when he campaigned throughout Guinea on behalf of the RDA/PDG, asserting that “the RDA is not a knife that divides, but a needle that sews [together].” Knowing that any anti-colonial coalition could not survive identitarian fragmentation, Touré relied on public pedagogy to elevate the political consciousness of the masses, declaring:

“We are against racial and ethnic prejudice. We are for qualified people whether they be European, Senegalese, Peul, or Bambara. Some of you say you will not vote for the RDA ticket…because a European is on it. This reasoning is stupid.”

Ethnic divisions proved more salient in the rural areas, where colonial-approved chieftains exercised coercive power over taxation, corvée labor [3], and — even though it had been outlawed in 1905 — slavery primarily made up of Dialonka people serving Peul-aristocratic chiefs in the region of Futa Jallon. It is estimated that 25% of the Futa Jallon region’s population were composed of slaves or their descendants in 1955. Residue from the colonizer’s imported Hamitic Hypothesis still plagued many amongst the Peul aristocrats, who believed they were of superior racial stock compared to non-Peul Guineans.

This second-class population divided by class and ethnicity were organized electorally by Touré and the PDG by referencing their exploitation at the hands of the colonial-connected chieftaincy and appealing to Islamic egalitarian principles. Ever pragmatic, Touré omitted Marxist references and spoke plainly about the exploitative conditions enforced by canton chiefs. Doing so, however, he carefully distinguished between their material and ethnic differences to ensure his broad-based coalition remained inclusive to all Guineans.

Communicating his message to overwhelmingly illiterate rural populations elsewhere, he continued in comprehensible terms:

“Man is like water, equal and alike at the beginning. Then some are heated and some are frozen so they become different. Just change the conditions, heat or freeze, and the original equality is again clear.”

Facing historic and manufactured social divisions proved no easy task. But Touré’s inclusive organizing paid off, as demonstrated by the electoral results from 1954 to 1957 where the PDG dominated municipal, regional, and territorial elections. Though the French initially managed to stem the tide of Touré through electoral manipulation, after 1954, the colonizers recognized that continuing to engage in obvious fraud would lead to backlash. It was clear who ruled the streets.

With his newfound legislative and executive authority, Touré set out to destroy the colonial chieftaincy through a parallel power structure of democratically elected PDG local committees who effectively replaced the hated colonial canton chiefs by 1957 and assumed their duties of tax collection and administering justice. After years of power-structure analysis, Touré knew their destruction would be necessary to remove the vestiges of colonial authority.

As president, Touré continued to combat ethnic and religious differences by moving bureaucrats outside of their home regions, banning groups organized on the basis of race, religion, or ethnicity, surrounding himself with ethnically diverse advisers, and continuing to communicate in various indigenous languages. In such a brief spell of political activity, the man who cut his teeth as an organizer engineered the only electoral rejection of French colonialism and fought against all odds to achieve genuine political and economic sovereignty.


Whose Touré is This?

Although violent resistance against capitalism is often fetishized, any Marxist worth their salt should be able to organize resistance at the point of production. Through his organizing career, the man who not only read Marx’s Capital but had, as Bill Haywood put it, “the marks of capital all over [his] body” from his time on the shop floor, transcended social divisions and united Guineans of all stripes against their colonizer. Recipient of the 1961 Lenin Peace Prize, Touré’s experience should not only be included in the tradition of “Red Africa,” but serve to illustrate the revolutionary possibilities of labor organizing as an alternative to AP 2.0. 

Touré’s ability to unite a diverse population on the basis of class antagonisms proves his mantra that content rather than form supersedes all concerns for those committed to overthrowing capitalism. By focusing on the common denominators and rejecting essentialist obstacles, Touré’s lifelong commitment to construct a better world is instructive. He unequivocally rejected the notion that black people could not exercise political agency, that cooperation amongst demographically diverse groups is impossible, and that a history of slavery precludes meaningful participation in civic life. Rather than accept condemnation to a “life of social death,” Touré instead embodied the words of Frantz Fanon, believing that:

“Man is a yes…Yes to life. Yes to Love. Yes to generosity. But man is also a no. No to the scorn of man. No to the degradation of man. No to the exploitation of man. No to the butchery of what is most human in man: freedom.”



Kevin McCleish is a high school social science teacher and labor organizer from Illinois. His best work is found on the shop floor.



Footnotes

[1] Examples include George Clooney’s Not on Our Watch, which intervened in Darfur, and Invisible Children — the group behind Kony 2012.

[2] Touré does not indicate the headmaster’s race in his recollection. The omission is, perhaps, indicative of his position that imperialism does not operate exclusively along strict racial lines. The colonial education system functioned to maintain existing power relations using white Europeans, black Antilleans, and Africans of the comprador class. Resistance to the system was inherently anti-colonial.

[3] Corvée labor is a system wherein people must work unpaid for a feudal lord for a period.

Teaching Politically and the Problem of Afropessimism

[Protesters at the Open Housing March, Chicago. Getty Images/Chicago History Museum]

By Nino Brown and Derek Ford

Republished from Black Agenda Report.

As teachers, we’re tasked with educating our students, students who are increasingly, like their teachers, becoming politically conscious and called to act. Yet the dominant political theories and forms of action are inadequate for real revolutionary transformation. In other words, the schools and universities in capitalist society are all too ready to accommodate and guide this consciousness and energy into forms it can accommodate. This is not a new phenomenon, but one that’s accelerated since the 1960s in particular.

For example, Charisse Burden-Stelly documents how Black Studies emerged in the 1960s “to fundamentally challenge the statist, imperialist, racist, and Eurocentric underpinnings of the traditional disciplines in westernized universities,” but that it was soon “more or less fully incorporated into the westernized university.”[1] What facilitated this absorption was the erasure of political and economic critique and action with cultural and literary analysis, which “reify the abstraction of Blackness” and divorce it from political struggle, not even questioning its relationship to and basis in the material conditions and struggles of the people.[2] As we wrestle with political pedagogy, then, our guiding orientation has to be one that resists such subsumption within capital.

Yet it’s not only that the “scholastic ideological apparatus” provides its own official pathways for “resistance” and “transformation,” from reading groups to Diversity and Equity Initiatives and intergroup dialogues. Perhaps a more fundamental problem for us--as our students participate in protest movements--are the academic theories and politics that they encounter there and often unconsciously absorb. We regularly hear students say “anti-Blackness” and, when we ask them what it means and what political orientation it comes from and reproduces, they’re not sure. Or we hear students say in regards to protests against particular forms of oppression that we have to “listen to and follow” the people who face that oppression. White and non-white students alike believe they have to “follow and listen to Black leaders” at protests against racist police terror and white supremacy. We’re told to cite Black scholars. In either case, the question of politics is completely effaced, as there’s almost a prohibition against asking: “which Black people?” Yet this is not a defect but a feature of Afropessimism, a feature that opens the arms of white supremacist imperialism.

The happy marriage of capitalism, Afropessimism, and liberal identity politics

We and our students want radical transformation, and so many often jump to the latest and seemingly most radical sounding phrases, slogans, and theories. In education, as in so many other disciplines, one of the increasingly dominant phrases is “anti-Blackness” and the theory of Afropessimism. The two foundational theorists here are Frank Wilderson and Jared Sexton. For Wilderson, Afro-pessimism contends that “Blackness cannot be separated from slavery,” and that “the Slave’s relationship to violence is open-ended, gratuitous, without reason or constraint,” whereas “the human’s relationship to violence is always contingent.”[3]

There are crucial problems with this framework that make it perfectly acceptable to capitalism and perfectly antithetical to those who want to change the world. For one, they are completely Eurocentric in that Africa and the African diaspora are flattened into “Blackness” as a condition of the “human.” As Greg Thomas notes, this is “the [B]lackness and humanism of white Americanism, specifically and restrictively, an isolationist or exceptionalist Americanism.”[4] In other words, Afropessimism takes aim at a civil society and takes refuge in a Blackness that are both uniquely American. The U.S. historical and political experience is transformed into a transcendent, static, and universal ontological status or structure. More specifically, the theories of academics in highly prestigious and exclusive institutions in the U.S. are presented as ahistorical and global realities.

As identities, Black and Blackness are, in the U.S., fairly recent developments. The earliest recorded appearances are in Richard Wright’s 1954, Black Power and in 1966 as the first words spoken by Black Panther Stokely Carmichael when he left his jail cell after imprisonment for registering voters. White and whiteness are older but still relatively recent. Theodore Allen writes that he “found no instance of the official use of the word ‘white’ as a token of social status before its appearance in a Virginia law passed in 1691, referring to ‘English or other white women.’”[5] The point here, as Eugene Puryear observes, “is that the ideology of white supremacy emerged not because of timeless antagonisms based on phenotype differences, but in a precise historical context related to the development of racial slavery.”[6] This is precisely the historical context that Afropessimism erases and precisely the phenotypes they use to define Blackness.

Afropessimism addresses an apparent radical omission in the primary theory that oppressed people have utilized for liberation: Marxism. Wilderson’s work, however, is based on a fundamental misreading of Marxism, such as his contention that in “Marxist discourse” (whatever that is) “racism is read off the base, as it were, as being derivative of political economy.”[7] To be sure, there’s an unfortunate history of some Marxist groupings asserting “class first” politics, but Marx and Engels, and Lenin, together with the history of the international communist movement, always asserted the primacy of race.  Marx’s theory of class was a theory of race and colonialism, as was his communist organizing. As a historical-materialist, Marx understood that the base and superstructure of society change over time and are context-dependent. Neither the base nor superstructure are unified, static, or ahistorical. The relations of production in the U.S. are neither unified nor even strictly economic in the sense that they’re structured and divided by hierarchies of race, nationality, gender, dis/ability, sexuality, and other divisions.In an 1894 letter, Engels clarifies yet again the base-superstructure model, what it entails, how it works, and exactly what it’s supposed to do. First, he says that “economic conditions… ultimately determines historical development. But race itself is an economic factor.”[8]

Marx not only supported anti-colonial uprisings in India and China but even said that they might ignite the revolution in Britain. “It may seem a very strange, and very paradoxical assertion,” Marx wrote about the 1850-53 Taiping Rebellion in China, “that the next uprising of the people of Europe, and their next movement for republican freedom and economy of government, may depend more probably on what is now passing in the Celestial Empire.”[9]

Marx fought ruthlessly against racism and national chauvinism, particularly as he experienced the deep-seated racism of English workers against the Irish. He “argued that an English workers' party, representing workers from an oppressor nation, had the duty to support an oppressed nation’s self-determination and independence” and that “English workers could never attain liberation as long as the Irish continued to be oppressed.”[10] He recognized that the fate of Black slaves, Black workers, and white workers were bound together when he wrote in Capital that “Labour cannot emancipate itself in the white skin where in the [B]lack it is branded.”[11] Marx even organized workers to support the abolitionist struggle by galvanizing them to oppose a British intervention in the U.S. Civil War on behalf of the slaveocracy, an intervention that, because the British had the largest Navy in the world, could have altered the war drastically.[12]

Perhaps the real problem is that Marx treats race as a dynamic and contingent social production rather than a fixed and abstract ontological category. Black people face particular forms of oppression in the U.S. and elsewhere, as do other oppressed and exploited peoples. These change over time and are in a dialectical relationship with the overal social totality. Iyko Day got it right by equating economic reductionism to Afro-pessimism, insofar as it “frames racial slavery as a base for a colonial superstructure” and “fails to take into account the dialectics of settler colonial capitalism.”[13]

Why the neoliberal university loves Afropessimism

The reason anti-Blackness critique is welcome in schools is because it is devoid of praxis and politics, or, to be more precise, because it celebrates its lack of politics. The impossibility of praxis and the rejection of organizing are fundamental tenets for two reasons. The first is that there is no answer to the question “what is to be done?” and the second is that the mass movements necessary for transformation are “from the jump, an anti-black formation,” as Wilderson told IMIXWHATILIKE.[14] Of course, the only thing to do is to condemn every attempt at fighting oppression and improving material conditions. For example, when a student group at one of our schools staged a protest when Condoleeza Rice came to speak, they were denounced as “anti-Black.” There was no political criteria for such a denouncement, no defense of Rice, and likely no knowledge of the reasons behind the protest. It didn’t matter that Rice was a key figure of the white supremacist imperialist power structure, or that she played a major role in the murder of hundreds of thousands of Iraqis, the torture of thousands of Arab and African people.

Examples of “anti-Blackness” that often come up in organizing are that non-Black people of color are to be met with suspicion when organizing on issues that sharply affect Black people. One such issue is immigration. In the struggle for immigrant rights, which is often overcoded as a “Latinx” issue, some Black activists and organizers point to the fact that 44% of those caged by ICE, for example, are Haitians. Instead of directing their ire towards the racist state that holds many Black immigrants in horrendous conditions, the focus then becomes the irrevocable anti-Blackness that exists in Latinx communities. Ideologies like Afro Pessimism have working class people of color (Black people included) fighting amongst each other, with the same framework as liberal identity politics. They both reduce solidarity to checking one’s privilege and fashioning oneself as the consummate ally of Black people and their liberation. So, instead of building a united front against the racist state, the lack of corporate/mainstream media focus on the fact that there are many Black immigrants, and immigration is a “Black issue” unnecessarily shifts attention to other workers who are subjected to the same “anti-Black” ideology of the ruling class and it’s media apparatuses. Instead of calling out the “Latinx community” for their “anti-Blackness” a revolutionary perspective frames the issue as not one stemming from any said community, but from the ruling class which oppresses the vast majority of immigrants in this country.

Capital in these instances are let off the hook. The problem is no longer that the ruling class owns the means of production and thus the means of ideological production that reinforce anti-working class ideologies such as racism. The problem is the “anti-Blackness”--and the often posited “inherent” anti-Blackness--of non-Black communities. It’s a structural feature of society, but apparently one that can’t be changed. As a result, there’s no need to do anything except critique.

No wonder, then, that Afropessimism is so welcome in the neoliberal university and the increasingly corporatized public school system in the U.S. It’s incredibly easy to call something anti-Black, to condemn anti-Blackness, and to play more-radical-than-thou. It’s more than easy, it’s what academia is about. Moreover, and this is related to the Rice protest mentioned earlier, when “Black faces” do appear in “high places,” they’re immunized from any possible critique from any group that isn’t Black (enough). It doesn’t matter if the head of a school, corporation, or any other entity has the same politics as the imperialist and racist power structure, because they’re black and so to critique or challenge them would be an act of anti-Blackness.

This last reason is why white people love Afropessimism so much. The vague calls to “follow Black people'' not only fulfill racist tropes that all Black people are the same (in, for example, their unruliness and “threat” to society) but moreover let white people off the hook for doing any real political investigation and work. The real response to “Follow Black people'' is: “Which Black people?” Should Derek follow his comrade Nino or John McWhorter? Should he go to the police protest organized by the local Black Lives Matter group or the one organized by the local Congress of Racial Equality? Should he get his racial politics from Barack Obama or Glen Ford? He certainly shouldn’t get his politics--or take his lessons in class struggle--from today’s Afropessimists.

None of this is to devalue Black leadership in the Black liberation movement, to be clear. Black people have and will lead the Black struggle and the broader class struggle. Nor is it to claim that random white people should show up to a Black Lives Matter protest and grab the microphone. Then again, how much of a problem is that really? Shouldn’t we forget the myth that we can learn all the proper rules before we struggle and instead just go out and struggle? And as we struggle, be conscientious of our actions and how they could be perceived; know that we’ll make mistakes and own up to them; and most importantly build with those whom this racist society has segregated us from so we can unite against a common enemy. Black people will lead the Black struggle and the class struggle. So too will Asian Americans, Indigenous people, and Latino/a/xs. So too will the child of an African immigrant and a Filipino domestic worker. So too will some white people. The key ingredients are unitypolitical clarity, and strategic proficiency.

Such a recipe entails a necessary risk in that, first, politics are divisive and draw lines between friends and enemies and that, second, achieving unity and strategic proficiency takes hard work without any guarantees of success. Educators who are or want to be radical, however, have no choice but to accept this risk. We need to be rooted in movements and resist incorporation into neoliberal structures, refusing to allow them to guide our political decisions. Only if we have hope and faith in the power of the masses to change the world does it make sense to struggle at all. We choose to struggle! And we hope our students do too.

Nino Brown is a public school educator and labor activist in Boston. He is also an organizer with the ANSWER coalition, the Jericho Movement and the Boston Liberation Center. He's a member of the Liberation School Collective and is an editor of the forthcoming book on Marxist pedagogy, Revolutionary Education: Theory and Practice for Socialist Organizers (2021).

Derek R. Ford is assistant professor of education studies at DePauw University, where he teaches and researches at the nexus of pedagogy and political movements. He’s written six books, the latest of which is Marxism, Pedagogy, and the General Intellect: Beyond the Knowledge Economy (2021). He’s also the lead editor of Liberation School’s “Reading Capital with Comrades ” podcast series.

 

Notes

[1] Charisse Burden-Stelly. “Black studies in the westernized university,” in Unsettling eurocentrism in the westernized university, ed. J. Cupples and R. Grosfoguel, pp. 73-86 (New York: Routledge, 2019), 73.

[2] Ibid., 74.

[3] Frank B. Wilderson III, Afropessimism (New York: W.W. Norton & Co., 2020), 217, 216.

[4] Greg Thomas, “Afro-Blue Notes: The Death of Afro-pessimism (2.0)? Theory & Event 21, no. 1 (2018): 291.

[5] Theodor Allen, The Invention of the White Race (vol. 2): The Origin of Racial Oppression in Anglo-America (New York: Verso, 1997), 161-62.

[6] Eugene Puryear, “The U.S. State and the U.S. Revolution,” Liberation School, November 01, 2018. Available at: https://liberationschool.org/the-u-s-state-and-the-u-s-revolution/.

[7] Frank WIlderson III. “Gramsci’s Black Marx: Whither the Slave in Civil Society?” Social Identities 9, no. 2 (2003): 225.

[8] Friedrich Engels, “Engels to W. Borgius in Breslau.” In Marx-Engels Selected Correspondence (New York: Progress Publishers, 1894/1965), 441

[9] Karl Marx, “Revolution in China and Europe,” in K. Marx and F. Engels, Collected works (vol. 12), 93-100 (London: Lawrence & Wisehart, 1979), 93.

[10] Gloria La Riva, “Lenin and the Right of Nations to Self-Determination,” in Storming the Gates: How the Russian Revolution Changed the World, ed. J. Cutter (pp. 75-83) (San Francisco: Liberation Media, 2017), 76, 77.

[11] Karl Marx, Capital: A critique of political economy (vol. 1): The process of capitalist production, trans. S. Moore and E. Aveling (New York: International Publishers, 1867/1967), 284.

[12] ​​See Gerald Runkle, “Karl Marx and the American Civil War,” Comparative Studies in Society and History, 6, no. 2 (1964): 117-141.

[13] Iyko Day, “Being or Nothingness: Indigeneity, Antiblackness, and settler colonial critique,” Critical Ethnic Studies 1, no. 2 (2015): 112.

[14] Frank B. WIlderson III, “‘We’re Trying to Destroy the World’: Anti-Blackness and Police Violence After Ferguson,” in Shifting Corporealities in Contemporary Performance: Danger, Im/mobility and Politics, ed. M. Gržinić and A. Stojnić (New York: Palgrave, 2018), 55.