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 unity, political 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.

Walter Rodney’s Revolutionary Praxis: An Interview With Devyn Springer

By Derek Ford

Republished from Liberation School.

The following interview, facilitated by Derek Ford, took place via e-mail during June and July in preparation for Black August, when progressive organizers and activists deepen our study of and commitment to the Black struggle in the U.S. and the anti-colonial and anti-imperialist class struggles worldwide. During this time, we wanted to provide a unique and accessible resource on Walter Rodney, the revolutionary Guyanese organizer, theorist, pedagogue, political economist, and what many call a “guerrilla intellectual.” Liberation School recently republished Rodney’s essay on George Jackson here.

About Devyn Springer

Devyn Springer is a cultural worker and community organizer who works with the Walter Rodney Foundation and ASERE, an extension group of the Red Barrial Afrodescendiente. They’re a popular educator who doesn’t just study Rodney but practices his philosophies. Since 2018, they’ve hosted the Groundings podcast, which is named after Rodney’s revolutionary educational praxis. The podcast, which has addressed an impressive array of topics relevant to the struggle, is available on all major streaming platforms. They’ve written timely and important pieces on politics and education in academic and popular outlets, some of which can be found here. They’ve also produced the documentary Parchman Prison: Pain & Protest, and you can support their work and get access to exclusive content by supporting their Patreon.

Derek Ford: Thanks so much for agreeing to this interview, Devyn. I always look forward to working and learning with you and I appreciate your work on revolutionary movements and education. I know you’re involved with the Walter Rodney Foundation, which is not just about preserving his legacy but promoting the revolutionary theories, practices, and models he developed. Can you tell me a bit about the Foundation, your role, and why it’s important for the movement broadly in the U.S.?

Devyn Springer: The Walter Rodney Foundation was formed by the Rodney family in 2006, with the goal of sharing Walter Rodney’s life and works with students, scholars, activists, and communities around the world. Because of the example Walter Rodney left in his own personal life and the principles he established in his work, we see supporting grassroots movements, offering public education, and the praxis of advancing social justice in a number of ways as what it really means to share his life with the world; Walter Rodney was as much a fan of doing as he was speaking, after all. We have a number of annual programs, including many political education classes oriented around themes related to Rodney’s body of work—colonialism, underdevelopment, Pan-African struggle, scholar-activism, assassination, Black history, the Caribbean, etc. We also run ongoing projects like the Legacies Project, which is actively seeking and collecting stories and oral histories around the world about Walter Rodney.

I’ve volunteered with the WRF since around 2013. I currently help coordinate the Foundation’s social media, and offer other types of support as needed.

I feel the Foundation is crucial for the movement broadly for a number of reasons. First, the critical analysis of slavery, colonialism, imperialism, and underdevelopment Rodney gave in works like How Europe Underdeveloped Africa remains relevant, and we need organizations dedicated to distilling this knowledge. Second, because our movement must reckon with the lives, works, histories, struggles, and relevance of the elders past and present who we owe so much to, whether it’s the Claudia Jones School For Political Education, the Paul Robeson House & Museum, Habana’s Centro Martin Luther King Jr., or the Walter Rodney Foundation: there needs to be organizations and groups dedicated to maintaining these legacies and continuing their work.

More than just maintaining legacies, in other words, the WRF also makes sure that Walter Rodney’s critical analyses remain critical, and do not get co-opted. Finally, the foundation is important because it is run by the Rodney family, who themselves have extensive decades of organizing, advocacy, and knowledge which is always beneficial. (And I must clarify, whenever I speak of a ‘movement’ broadly as above, I am speaking about the global Black Liberation Movement foremost, in a Revolutionary Pan-Africanist sense).

Those are precisely the reasons we wanted to do this interview, particularly to expose readers (and ourselves) to the broader range and context of his work, and to learn more about the depth of his praxis and why it’s needed today. To start then, can you give our readers a bit of historical and biographical context for Walter Rodney’s life and work? What was happening at the time, who was he working with, agitating against, etc…?

I will try to be brief here and give some basic biographical information, because there’s so much one could say. Walter Rodney was an activist, intellectual, husband, and father, who lived and visited everywhere from Guyana, Jamaica, the USSR, Cuba, and Tanzania, to Kenya, Uganda, Ghana, London, Spain, Portugal, Italy, the U.S., and Canada. He was born in Georgetown, Guyana in March 1942, where he was raised and resided for much of his life. He graduated from the University of the West Indies (UWI) in Jamaica in 1963, then received his PhD with honors in African History from the School of Oriental and African Studies in London at the age of 24. His thesis, A History of the Upper Guinea Coast, 1545-1800, was completed in 1966 and then published in 1970, and I highly recommend it to readers [1].

Rodney was deeply influenced by a number of revolutionary movements and ideologies which had flourished during his lifetime: the multitude of armed African decolonial struggles across the continent, the Black Power Movement in the U.S., Third World revolutionaries like Che, Mao, and Cabral, and Pan-African/Marxist praxis generally. Walter Rodney taught in Jamaica, working to break the bourgeois academy from its ivory tower, where he delivered a number of groundings across the island to the working class, including the Rastafari and other marginalized communities at the time. While at the 1968 Black Writers’ Conference in Montreal, Canada, the Jamaican government banned him from re-entering on the grounds that his ‘associations’ with Cuban, Soviet, and other communist governments posed a threat to Jamaica’s national security. Massive outbursts now known as the “Rodney Riots” subsequently broke out across Kingston. Rodney spent many months writing in Cuba prior to traveling to the University of Dar es Salaam in revolutionary Tanzania in 1969. 

In 1974, Walter returned to Guyana to take up an appointment as Professor of History at the University of Guyana, but the government (under the dictates of President Forbes Burnham) rescinded the appointment. Rodney remained in Guyana and helped form the socialist political party, the Working People’s Alliance, alongside activist-intellectuals like Eusi Kwayana and Andaiye. Between 1974 and 1979 he emerged as the leading figure in the resistance movement against the increasingly repressive government led by the People’s National Congress, which can be summarized as publicly espousing Pan-African, anti-aparatheid, and socialist talking points while running a despotic, corrupt Western-backed state operation.

He gave public and private talks all over the country that served to engender a new political consciousness in the country, and he stated in his speeches and writing that he believed a people’s revolution was the only way towards true liberation for the Guyanese people. During this period he developed and advocated the WPA’s politics of “People’s Power” that called on the broad masses of people to take political control instead of a tiny clique, and “multiracial democracy” to address the steep obstacles presented by the racial disunity between Afro-Guyanese and Indo-Guyanese peoples (which is still present today).

On June 13, 1980, shortly after returning from independence celebrations in Zimbabwe, Rodney was assassinated in Georgetown, Guyana by an explosive device hidden in a walkie-talkie, given to him by Gregory Smith, former sergeant in the Guyana Defense Force. Smith was subsequently given new passports and secretly flown out of the country. Donald Rodney, Walter’s younger brother who was in the car with him when the bomb went off, was falsely accused and convicted of being in possession of explosives; he fought to clear his own name for decades until April of this year, when Guyana’s appellate court exonerated him. A few weeks later the Government of Guyana officially recognized Walter’s death as an assassination. This comes after years of struggle on behalf of the Rodney family, particularly Dr. Patricia Rodney and the WRF. Walter was just 38 years old at the time of his assassination, but his legacy is continued by his wife, three children, and the dozens of incredible speeches, essays, interviews, and books he gave and wrote.

Rodney’s best-known work is How Europe Underdeveloped Africa. Why do you think that is? What are his main arguments there, and are they still relevant to understanding Western imperialism and African resistance?

That’s a special type of book that, like few others, can completely change or deeply influence one’s politics. Rodney essentially put forth a historical-materialist argument showing that economically, politically, and socially, Europe was in a dialectical relationship with Africa, wherein the wealth of Europe was dependent upon the underdevelopment of Africa. In other words, Rodney shows with painstaking detail how European capitalism (and eventually the global capitalist system) could not have existed without the systematic precolonial exploitation of Africa, the massive amounts of capital generated through the Maafa, later the expansive economic, political, financial, and social domination under direct colonial rule, and the continuing—or perfecting—of these exploitative processes under the current neo-colonial world order. As Rodney puts it:

“Colonialism was not merely a system of exploitation, but one whose essential purpose was to repatriate the profits to the so-called mother country. From an African viewpoint, that amounted to consistent expatriation of surplus produced by African labor out of African resources. It meant the development of Europe as part of the same dialectical process in which Africa was underdeveloped” [2].

It remains his most recognized work because it remains incredibly relevant, both in the sense that the current world capitalist structure is built on this historical underdevelopment of the South, and because, under imperialism, the North must still exploit and perpetually underdevelop the South. Its publication marked a significant contribution to theories of underdevelopment and dependency. Alongside revolutionary intellectuals like Samir Amin and Osagyefo Kwame Nkrumah, it was groundbreaking in that it applied Marxism to the Third World with great precision and depth. Further, Rodney goes into detail about not just underdevelopment but the history of class society and feudalism in Africa, social violence, fascism, agrarian struggles, racism, enslavement, gender, economics, misleadership and African sellouts, and so much more. In some ways, I like to think of it as a foundational text for revolutionaries in the same way that many consider Marx’s Capital or Marx and Engels’ The Communist Manifesto to be.

One example of its relevancy is in thinking about labor and the workforce as it relates to slavery. Rodney uses data to explain that the social violence of the Maafa had a deep impact on African development because it removed millions of young Africans from the labor force, created technological regression, and directed whatever mass energy aimed at productive or technological innovation towards the trade in human captives.

He says, “The European slave trade was a direct block, in removing millions of youth and young adults who are the human agents from whom inventiveness springs. Those who remained in areas badly hit by slave capturing were preoccupied about their freedom rather than with improvements in production” [3]. I relate this to the crisis of incarceration in the U.S., wherein millions of Africans are removed from the labor force, removed from their families and communities, and in the same way, are removed even from the very opportunity of innovation and production to instead perform hyper-exploited, forced labor at the hands of the settler-capitalist state. Ruth Wilson Gilmore’s work has, to an extent, explained how the capitalist state necessitates this incarceration, and in the same way I’d suggest that European capitalism’s violently expansive nature necessitated the multitude of exploitative interactions with Africa, from slavery to neo-colonialism.

What about the influence it’s had, not just academically but in terms of revolutionary struggles?

I get letters, emails, and calls almost on a monthly basis from incarcerated people who are reading not only that book but also The Groundings With My Brothers, an underrated gem of Rodney’s. They’ve formed reading groups and created zines around his work; asked me to further explain concepts he mentions; and even drawn incredible illustrations of Rodney. I find this engagement with Rodney equally valuable (and often more rewarding) as that of academics. Patricia Rodney has told me that over the decades incarcerated people have consistently gravitated towards Rodney’s work and written to her, likely because of the accessible way he’s able to break down complex concepts. I’m actually currently working with the WRF on a project to donate many copies of Walter Rodney’s books to incarcerated people, and hopefully in the coming months we’ll have more info to share on this.

Beyond that, Rodney’s work has globally influenced the left in more ways than I could explain or speculate in this interview. His revolutionary African analysis has corrected Eurocentric views of history and allowed us to better understand the important role decolonization plays in our fight against imperialism. He also offers a great example for young writers, researchers, and organizers on how to write materialist history and analyses. For example, as one reads his work it’s impossible not to note the multitude of ways Rodney directly eviscerates bourgeois historians and apologists.

Please keep us updated on the WRF project, because we’ll definitely want to support it. It seems that Rodney was exemplary at achieving true “praxis,” the merging of theory and practice. One of the ways this shows up most is in his pedagogical work–his theories and practices–which he called “groundings.” It’s not just a pedagogy, but a practice of decolonizing knowledge and empowering oppressed people to organize, at least as I understand it. I know it’s influenced your own work and you’ve written about it, so how would you describe it to someone just joining the struggle, or just learning about imperialism, colonialism, and racism?

Yes, I co-wrote a piece titled “Groundings: A Revolutionary Pan-African Pedagogy for Guerilla Intellectuals” that’s available for free online, and which I plan to re-write/expand soon, and my podcast is named after this pedagogical model as well. Usually, when people refer to Rodney’s “groundings” they are referring to his period as a professor in Jamaica, where he quite literally broke away from the elitist academy and brought his lectures to the people: in the streets, the yards, the slums, wherever workers and others gathered. He gave public lectures on African and Caribbean history, political movements, capitalism, colonialism, Black Power, etc. These groundings were often based on what people expressed interest in learning about, and Rodney found ways to make various topics relevant and important to the lives of those listening. In many regards, Rodney should be placed next to popular educators like Paulo Freire for his contributions and his example of merging theory with practice. The book The Groundings With My Brothers is a collection of speeches, many given at or about these groundings [4].

More than just giving public lectures, groundings entailed democratizing knowledge and the tools of knowledge production, which are traditionally tied up with the capitalist academy. He empowered communities to tap into their own histories, oral and written, to generate knowledge and research amongst themselves based on their interests and needs, to place European history and Eurocentric frameworks as non-normative, and to hold African history as crucially important to the process of African revolution. He brilliantly lays out the importance of African history in Black liberation in “African History in the Service of Black Liberation,” a speech he gave in Montreal, ironically at the conference from which he would not be allowed to return to Jamaica [5].

In the most basic terms, I would explain groundings as the act of coming together in a group, explaining, discussing, and exploring topics relevant to the group’s lives; everyone in the group listens, engages, contributes, reasons, and grounds with one another, and all voices are valued. Groundings can take place inside of jail cells, within classrooms, in parks and workplaces, or anywhere the intentions of Afrocentric group dialogue and learning are maintained.

One of the interesting things about The Groundings With My Brothers is the way it moves from Black Power in the U.S. to Jamaica, to the West Indies, to Africa, and then to groundings. As a final set of questions, can you explain what he meant by Black Power and Blackness, and what they had to do with education?

Well, to understand that book you have to understand a bit about the context in which the book arose. In Groundings we see Rodney’s ability to take seemingly large concepts like neo-colonialism, Black Power, Blackness, etc., and break them down to a level that could engage people. It taught them how to make sense of the fact that the people oppressing them were the same color and nationality as them. In the midst of decolonization and independence movements sweeping the world, there was a crucial Cold War and neo-colonization taking place simultaneously. Facilitating this counter-revolution were several African leaders and activists employed to do the bidding of imperialist powers seeking to regain or retain their power. In Jamaica, this was no different: the Jamaican government in 1968 went so far as to ban any literature printed in the USSR and Cuba, as well as an extensive list of works about Black Power and Black revolution, including those of Black Power activists such as Trinidian-born Kwame Ture (Stokley Carmichael), Malcolm X, and Elijah Muhammad.

Placed in this context, we see that Rodney’s work explaining the U.S. Black Power movement’s importance and relevance for the Caribbean and Africans everywhere was quite important in raising the political consciousness of working-class Africans. A key part of this was educating on the role of “indigenous lackeys” or “local lackeys of imperialism” in maintaining the (neo)colonial status quo. In a speech initially published as a pamphlet titled, Yes to Marxism!, he says:

“When I was in Jamaica in 1960, I would say that already my consciousness of West Indian society was not that we needed to fight the British but that we needed to fight the British, the Americans, and their indigenous lackeys. That I see as an anti-neo-colonial consciousness as distinct from a purely anti-colonial consciousness” [6].

His distinct analysis of misleadership and its colonial implications was a searing threat, as Dr. Charisse Burden-Stelly wonderfully explains [7].

Rodney defines power as being kept ‘milky white’ through imperialist forces of violence, exploitation, and discrimination, and that Black Power in contrast may be seen as the antithesis to this imperialist, colonial, racial demarcation that structures capitalist society. The following quote is long, but I want to quote it in full because I find it useful. He says:

“The present Black Power movement in the United States is a rejection of hopelessness and the policy of doing nothing to halt the oppression of blacks by whites. It recognises the absence of Black Power, but is confident of the potential of Black Power on this globe. Marcus Garvey was one of the first advocates of Black Power and is still today the greatest spokesman ever to have been produced by the movement of black consciousness. ‘A race without power and authority is a race without respect,’ wrote Garvey. He spoke to all Africans on the earth, whether they lived in Africa, South America, the West Indies or North America, and he made blacks aware of their strength when united. The USA was his main field of operation, after he had been chased out of Jamaica by the sort of people who today pretend to have made him a hero. All of the black leaders who have advanced the cause in the USA since Garvey’s time have recognised the international nature of the struggle against white power. Malcolm X, our martyred brother, became the greatest threat to white power in the USA because he began to seek a broader basis for his efforts in Africa and Asia, and he was probably the first individual who was prepared to bring the race question in the US up before the UN as an issue of international importance. The Students Nonviolent Coordinating Committee (SNCC), the important Black Power organisation, developed along the same lines; and at about the same time that the slogan Black Power came into existence a few years ago, SNCC was setting up a foreign affairs department, headed by James Foreman, who afterwards travelled widely in Africa. [Kwame Ture] has held serious discussions in Vietnam, Cuba and the progressive African countries, such as Tanzania and Guinea. These are all steps to tap the vast potential of power among the hundreds of millions of oppressed black peoples” [8].

He defined Black Power in the U.S. context as “when decisions are taken in the normal day-to-day life of the USA, the interests of the blacks must be taken into account out of respect for their power – power that can be used destructively if it is not allowed to express itself constructively. This is what Black Power means in the particular conditions of the USA” [9].

Rodney finds there are three ways in which Black Power applies to the West Indies:

“(1) the break with imperialism which is historically white racist; (2) the assumption of power by the black masses in the islands; (3) the cultural reconstruction of the society in the image of the blacks” [10].

I’m sure this was a much longer answer than anticipated, but I find it incredibly important to understand that Walter Rodney’s conception of Black Power was revolutionary, and was also fundamentally inspired by his Marxist approach which sought to apply these revolutionary ideals to the specific context of the Caribbean and Africans globally. He also explains, in detail, his notion of ‘Blackness’ as being stretched differently to how we conceive of ‘Blackness’ today to include the entirety of the colonized world. He states, “The black people of whom I speak, therefore, are non-whites – the hundreds of millions of people whose homelands are in Asia and Africa, with another few millions in the Americas;” however he clarifies that “further subdivision can be made with reference to all people of African descent, whose position is clearly more acute than that of most nonwhite groups” [11].

He places Blackness as the most crucial element, stating “Black Power is a doctrine about black people, for black people, preached by black people,” and later adds that “once a person is said to be black by the white world, then that is usually the most important thing about him; fat or thin, intelligent or stupid, criminal or sportsman – these things pale into insignificance” [12]. This understanding stands in relevance to Frantz Fanon’s similar move, where he states: “In the colonies the economic infrastructure is also a superstructure. The cause is effect: You are rich because you are white, you are white because you are rich. This is why a Marxist analysis should always be slightly stretched when it comes to addressing the colonial issue” [13].

It wasn’t long but incredibly informative and the context you’ve given has helped me grasp his moves throughout that book. I’ve really appreciated your time and energy, and definitely recommend that our readers check out your podcast and other work. I’m looking forward to our next collaboration!

References

[1] Walter, Rodney A. (1966).A history of the Upper Guinea Coast, 1545-1800, PhD dissertation (University of London). Availablehere.
[2] Rodney, Walter. (1972/1982).How Europe underdeveloped Africa(Cambridge: Harvard University Press), 149.
[3] Ibid., 105.
[4] Rodney, Walter. (1969/2019).The groundings with my brothers, ed. J.J. Benjamin and A.T. Rodney (New York: Verso).
[5] Rodney, Walter. (1968). “African history in the service of Black liberation.” Speech delivered at the Congress of Black Writers, referenced fromHistory is a Weapon, undated, availablehere.
[6] Cited in Burden-Stelly, Charisse. (2019). “Between radicalism and repression: Walter Rodney’s revolutionary praxis,”Black Perspectives, 06 May. Availablehere.
[7] Ibid.
[8] Rodney,The groundings with my brothers, 14-15.
[9] Ibid., 18.
[10] Ibid., 24.
[11] Ibid., 10.
[12] Ibid., 9, 10.
[13] Fanon, Frantz. (1961/2005).The wretched of the earth, trans. R. Philcox (New York: Grove Press), 5.

Learning Marx in the Podcast Era: A Review of “Reading ‘Capital’ with Comrades”

By Peter McLaren

Karl Marx’s Capital is a book that keeps me going, thinking, organizing, writing, teaching; it’s a book that might even keep me alive. The trenchant analysis, the clarity of the exposition, and most importantly the insights that are crucial to the revolutionary overthrow of capitalism energize me. It’s a book that radically transformed my own life, one that made me move from working toward “social justice” and within “critical pedagogy” to working toward communism and within “revolutionary critical pedagogy,” a praxis I and comrades have been developing for over two decades now. Reading Capital with Comrades, a new Liberation School podcast series — now available on Spotify, Soundcloud, Apple Podcasts, and other platforms — advances that project in significant ways. It’s an amazing offering to not only revolutionary critical pedagogy and education, but the overall struggle to overthrow the capitalist mode of production and institute a new one that is organized for people and the earth, not for the profits. The class series makes the book incredibly accessible but—and this is an important qualifier—without sacrificing any of the richness of the text.

The series consists of 12 episodes that go through each chapter from beginning to end. Derek Ford, a revolutionary Marxist organizer and one of the brightest minds and leading figures in radical educational theory, teaches the entire course. It’s intimate, as if he’s in the room speaking with you. This is no doubt due to the high production quality, with superb audio mixing by Nic de la Riva, editorial direction by Mike Prysner, original music and sounds by Anahedron, and the show’s host and listener advocate, Patricia Gorky. Her introductory remarks to each episode are clarifying and encouraging, and she interjects throughout the episodes with questions that help the listener better grasp the more difficult concepts and their applications.

Peter McLaren

Even though I’ve extensively written about, taught, studied, and discussed the book—along with companions, commentaries, extensions, and debates about it—Reading Capital with Comrades still helped me uncover new ideas and applications in Marx’s magnum opus. This is because the course takes the same standpoint that allowed Marx to write the book in the first place: that of the oppressed and exploited. In the first episode, Ford emphasizes this when discussing the afterword to the 2nd German edition, where Marx insists that “so far as such criticism represents a class, it can only represent the class whose vocation in history is the abolition of the capitalist mode of production and the final abolition of all classes—the proletariat.” [1] The standpoint isn’t that of an isolated academic idealist, but a fighter for liberation. As someone who's spent a life in the university, it’s refreshing and rare. In my own academic career, I’ve had to struggle not only against the myriad of “progressive” anti-Marxists but also the armchair Marxists who critique without investigation and action. As Ford observes in episode 8 on technology, Marx approached the Luddite movement with revolutionary optimism. He understood the reasons they attacked machinery and the capitalists producing it, and asserted that experience eventually taught them the correct enemy: the capitalist system. Similarly, being educated in the 1980s I was initially a “critical postmodernist.” It was through befriending Paulo Freire in 1994, learning from Marxists like Paula Allman and Glenn Rikowski, and working with the Bolivarian government, Zapatistas, and various social movements that my own realizations came about.   

The 1990s were a period of intense reaction. In the first episode, Ford cites Brian Becker’s thesis about the break in ideological continuity in the U.S. Becker writes that “The greatest danger to a revolutionary process is not the experience of a political downturn, such as we have experienced during the past decades. In fact, it is not uncommon at all for the working-class movement to experience periods of decline, setback and retreat. If one examines the history of the class struggle, the periods of downturn and reaction are more common than revolutionary advances.” [2] Instead, the main obstacle is the fact “that revolutionary Marxism and the very idea that the working and oppressed classes can take power is no longer prominent in the movement and that many activists and fighters today are no longer familiar with Marxism.” That’s what I’ve dedicated the last decades of my life to, and I’m ecstatic that we’re advancing step by step. When I embraced Marxism, many attacked me for “economic reductionism” or ignoring identities. But even before I was a Marxist I was working against identity-based oppression. What Marxism did was let me see that we can take power and change society. [3]

Overview

This podcast makes an enormous contribution to that task. Let’s be real: Capital is a long and dense book written in specialized and dated language. It’s hard to read. Yet it’s also a lively read once you get past the first few chapters, and Gorky’s supportive introductions really make you feel like you can do it. Both Gorky and Ford remind us, too, that we shouldn’t expect to understand everything. We just keep pushing through. In episodes 2 and 3 we cover these rich but dense chapters with contemporary examples to help us relate it to today. In episode 2 we also get Marx’s first sketch of a possible communist future—a thread Ford weaves throughout the entire class. This sketch is of freely associated laborers working in common and thus, according to a centralized plan. This tension—between freedom and centralization—will return throughout the series. [4]

In episode 4 we move on to the search for surplus-value, which brings us to episode 5 where Mr. Moneybags finds that special commodity of labor-power, special in that its use value is that it produces value and special in that its part of actual people. This is a foundational contradiction of capitalism: it needs labor-power but it can only acquire it through actual people. Episode 6 is all about chapter 10, that glorious exposition on the class struggle. What’s noteworthy here is how Ford attends to the dual function of the state Marx articulates: that it manages inter-class and intra-class conflicts; how the ability to command time is central to the struggle; the way capital transforms and exacerbates slavery and colonialism in capitalism, and the call for such a modest reform at the end. He asks us to keep this in mind for our later episodes. The next episodes, which cover chapters 11-15, show how capitalism comes to stand on its own feet as a mode of production, how the means of production in handicraft and manufacture lag behind the capitalist relations of production, and then how machinery transforms capitalism into a proper mode of production. The key here is that with machinery dead labor rules over living labor and, as such, capital’s dictatorship strengthens. Yet so too does resistance. Class struggle frames the development of technology. Yet we also pay attention to Marx’s articulated historical materialist approach to technology in a footnote, with Ford providing another contemporary example, this time of noise-cancelling headphones.

Episode 9 covers chapters 16-22, where Ford clarifies Marx’s oft-misunderstood definition of productive labor and how it relates to organizing and then transitions from the value of labor-power to its wage forms. In addition to revealing the ideological role that wages play in capitalism–what Ford calls a “wage fetish”–we think through different forms of wages and the distinct functions each form embodies for capitalists and workers in the class struggle. We learn how piece and time wages embody different strategic function and agitational possibilities for both classes before looking briefly on national differences in wages and the relevance this has for analyzing imperialism and international trade.

Episode 10: Reproduction

Episode 10 is on reproduction, chapters 23 and 24, the build-up to Marx’s big look at capitalist production as a whole. What I found most intriguing here was how reproduction lets us see that the reproduction of capital is the reproduction of the class relationship and that the working class—even those unemployed—are still essential to capital. Ford returns us to the definition of productive labor here as an opening to social reproduction theory. And episode 11 is the main event in many ways: the general law of capitalist accumulation, which Ford tells us should be called the general laws, because Marx mentions two: the general law (pursuit of surplus-value) and the absolute general law (the production of unemployment), all while emphasizing these are tendencies or laws that vary. This episode also provides the clearest explanation of the different compositions of capital, and Ford is also intent on showing how Marx includes everyone oppressed and exploited under capitalism as part of the proletarian class, an exposition that clarifies the relationship between anti-colonial and socialist revolutionary projects.

Then we get to the end, the last episode that covers chapters 26-33. Here we get Marx’s critique of the capitalist ideologue’s notion of primitive accumulation and his demonstration that the capitalist mode of production was founded on force: the individual and state-sanctioned thefts of land, the repression (including incarceration, whipping, branding, and execution) of the dispossessed, slavery, and colonialism. Along the way, Marx presents a brief but important summary/overview of the rise of capitalism and the potential rise of socialism, as well as some quick hints about what exactly revolution might entail—and how it relates to the reform proposed in chapter 10. Noting that Marx never relegated this form of accumulation to a bygone era, we go over some examples of how it shows up today and how it continues to be important to capitalism. Finally, Ford proposes that the reason Marx ends with a rather dull examination of a theory of colonialism is because he anticipated capital’s transition into imperialism.

Revolutionary critical pedagogy

Revolutionary critical pedagogy operates from an understanding that the basis of education is political and that spaces need to be created where students can imagine a different world outside of capitalism’s law of value (i.e., social form of labor), where alternatives to capitalism and capitalist institutions can be discussed and debated, and where dialogue can occur. It’s not just about critique, but about imagination and experiencing that we’re more than the skills capital demands, more than the commodity of labor-power. It’s about realizing that we’re not exchangeable. It’s a pedagogical project that can happen in different spaces (classrooms, streets, protests) and times (lunch breaks, classes, when the moon’s visible). It is theoretical and practical, contingent and necessary. [5]

Reading Capital with Comrades is, in my estimation, a manifestation of this pedagogy. It focuses on analysis, imagination, and the daily struggles of the international working class. There are other podcasts and videos and guides out there, but they’re generally academic or lacking a revolutionary perspective. They’re about understanding and analyzing. This podcast is about transformation. It’s about discovering that within capitalism grows the proletarian class that can abolish capitalism and, with it, class society as a whole. It’s organized around a revolutionary perspective, which means it embodies and spreads the belief in the necessity of revolution. Go listen to it today and I guarantee you’ll not only learn something new, but gain new insights on how to apply that new knowledge to the struggles of the day—the tactics, strategies, goals, programs, alliances, slogans, and more. and more importantly, you’ll be motivated to hit the streets. Go over to Liberation School today!

Notes

[1] Karl Marx, Capital: A critique of political economy (Volume 1: An analysis of capitalist production), trans. S. Moore and E. Aveling (New York: International Publishers, 1867/1967), 25-6.

[2] Brian Becker, “Theory and revolution: Addressing the break in ideological continuity,” Liberation School, September 28, 2016, https://liberationschool.org/theory-and-revolution-addressing-the-break-of-ideological-continuity.

[3] See, for example, Peter McLaren, Che Guevara, Paulo Freire, and the pedagogy of revolution (Lanham: Rowman & Littlefield, 2000).

[4] See also Derek R. Ford, “Making Marxist pedagogy magical: From critique to imagination, or, how bookkeepers set us free,” Critical Education, 8(9), 1-13.

[5] Marc Pruyn, Curry Malott, and Luis Huerta-Charles, eds. Tracks to infinity, the long road to justice: The Peter McLaren reader, volume II. Charlotte: Information Age Publishing, 2020.

Peter McLaren is Distinguished Professor in Critical Studies, College of Educational Studies, Chapman University, where he is Co-Director of the Paulo Freire Democratic Project and International Ambassador for Global Ethics and Social Justice. In 2005, a group of scholars and activists in Northern Mexico established La Fundacion McLaren de Pedagogía Critica to develop a knowledge of McLaren's work throughout Mexico and to promote projects in critical pedagogy and popular education. On September 15, 2006 the Catedra Peter McLaren was inaugurated at the Bolivarian University of Venezuela.

Childhood and Exodus

By Richard Allen

Originally published at Theology Corner.

…Truly I tell you, unless you change and become like children, you will never enter the kingdom of heaven.

Matthew 18:3 (NRSV)

The praxis of the linguistic animal does not have a definite script, nor does it produce a final outcome, precisely because it continuously retraces anthropogenesis.

Paolo Virno, When the Word Becomes Flesh: Language and Human Nature (2015)

By any reasonable metric, I am a bad Marxist. I never finished reading the first volume of Capital. Moreover, my entrance to the Marxist ecosystem came through a circuitous route, beginning with Christian appropriators of Derrida, slowly working through assorted figureheads within twentieth-century critical theory, and settling on the Italian autonomia movement as my base framework. Clearly, orthodoxy is not my strong suit. Likewise, one might also say that I am a bad Christian. I tend to bristle at vehement defenses of objectivity and static truth within Christian discourse. Certainly, it would be unfair to label oneself as “Christian” without basic affirmation of specific theological assumptions. However, suffice it to say, I find inventiveness a far more enticing approach than mere acquiescence to “the way things are.” Truth, at least the sort of truth necessary for spiritual or political liberation, needs more emphasis on radical potential compared to aged rigidity.

One of the underlying questions common to any version of Marxist thought and practice is: how does one exit an oppressive environment? What tools, paths, and ideas aid the quest for liberation? How do we actualize liberation? Furthermore, we see that this question assumes any oppressive environment exists within tangible, fleshly materiality. In other words, even in spiritual or religious contexts, oppression always takes material form, despite any connection to metaphysical or revelatory ideas. It affects our bodies and consciousness. We sense this cognitively and feel it physically. It changes the material nature of our existence. Put simply, if oppression always takes a material form and alters our tangible experience of the world, then liberation will always respond in like kind. If oppression is material, so too is liberation.

Returning to the initial question—how does one exit an oppressive environment?—it seems clear that a turn toward static truth is not necessarily the wisest decision. How can we solely rely upon elements and ideas of old in order to actualize the liberation we seek for oppressed peoples? In my view, a turn toward inventiveness, the process of creating “new” truth by “resting” within the expansive field of pure potentiality (more on this later), carries within it greater capacity for liberation. This is not to say what passes for orthodoxy in any tradition, spiritual or otherwise, holds no value. Rather, at some point we must return to a new understanding of subjectivity and being in our way of analyzing the world so that we can more easily see through the structures which sustain oppression. We must recognize that as conditioned subjects within the ecosystem of late capitalism we learn to make basic assumptions which arguably sustain the very structures that sustain oppression, even if our intention resists that assumption (I’ve written more about this here).

In his latest piece for Cultural Politics entitled “The Aesthetics of Exodus: Virno and Lyotard on Art, Timbre, and the General Intellect” educator and activist Derek R. Ford uses Virno’s analysis of potential, performance, and the “general intellect” in conjunction with Lyotard’s treatment of art and music to describe an “exodus” from subjectivity as such toward a “de-individualized,” fugitive retreat from capitalism. Ford offers an erudite reading of both Virno and Lyotard, and his use of aesthetic theory to ground this fugitive act toward exodus carries great potential for liberative politics. My goal in this response is to expand upon Ford and Virno’s work. As an (informal) student of Virno and the Italian autonomia movement more broadly, I share similar conclusions to what Ford suggests. Say what you will about the sometimes fraught relationship between postmodern thought and Marxism (in this case, represented by Lyotard) or autonomia and Marxism (represented by Virno) there is certainly no shortage of radical, liberative possibilities when these respective traditions encounter each other.

More specifically, Virno’s treatment of infancy and the radical potential inherent to language should be a necessary component of any radical politic. Ford describes Virno’s reinterpretation of the “general intellect” in Marx’s writings as “indeterminate,” preferring instead to read the general intellect as pure potential rather than “particular knowledges and thoughts.” As I’ve written elsewhere, Virno’s understanding of “potential” as an unlimited field of productive praxis—since the linguistic animal speaks but does not exhaust the potential of the speech-act—represents a helpful corrective to aged assumptions common to the most militantly orthodox Marxists among us. In short, by recognizing a space wherein praxis finds its potential before actualization allows for a renewed understanding of how much power we have in the pursuit of liberation or “exodus” (both for the individual and the multitude). If I consciously remain aware that my speech does not ever touch the boundary lines of pure potential, which lies in wait before the utterance, then I can find new ways of living and being through the field of potential, boundless and unformed as it is. However, in order to more clearly see the usefulness of said potential, we must all undergo “desubjectification.”

In Virno’s text When the Word Becomes Flesh: Language and Human Nature, he describes the speech-act as ritualistic. “The ceremony of the voice, the occurrence of speech, makes the speaker visible as the bearer of the power to speak” (p. 56). Language is performative, similar to the virtuosity of a musician playing an instrument or an actor transforming into another character. There is something ethereal to the act of speaking, where we enact cultural and environmental rituals unconsciously, expressed through the declarative utterance (“egocentric”) “I speak.” We bring to presence the power of language’s potential as we speak. Additionally, Virno brings the “egocentric” language of children into play just a few pages over, “The child, when verbally announcing what he or she is doing, is not describing an action, but completes a secondary, auxiliary action (the production of an enunciation), whose goal is the visibility of its subject” (p. 63). When one speaks, they perform two tasks: first, they consciously emit vocalized sounds; second, they unconsciously enact “anthropogenesis,” or the production of the subject. This second task, which Virno describes as an “auxiliary action,” is where we find the liberative potential of human language. It is how the subject presents themselves as a subject, or how they “individualize” themselves, which means that behind any form of language (intelligible or otherwise) there lies a space of limitless potential, the potential for speech, which cannot be exhausted. If the multitude understands the power of potential then they can more easily engender new speech to actualize liberation.

Likewise, Ford is correct when, in tandem with Virno, he writes:

Through the acquisition of language, the child is separated from their surroundings through individuation, hence the significance of “I speak.” By learning language, we encounter the disjuncture between the world and ourselves because we discover that we can change the world and that the world can change us.”

Through childhood and the development of our linguistic faculties, we undergo conscious and unconscious individualization, a gradual understanding of our distinction from the world even as we recognize our place within it and its effects upon our life. The problem lies in the ways capitalism forms our respective identities or individualization as we practice the act of speech. This conditioning teaches us prescriptive or authoritative ways of speech which only serve to reify existing structures and assumptions. Thus, while in a general sense, despite these oppressive restrictions upon the way in which the individual speaks under capitalism the individual never truly loses access to pure potential behind the utterance, exodus allows us to retreat from the confines of capital in order to learn new ways of speaking. Because the capacity for speech is limitless, the potential for new language to unlock liberation awaits us, so long as we make an exodus from capitalism. The way out is through a regression of sorts or a “de-individualization,” a return to childhood. In Ford’s words, “As a recursive state, childhood…is the return to potentiality in order to actualize differently.”

Turning our attention toward the biblical text cited above, when asked who deserves recognition as the “greatest” in the kingdom of heaven, Jesus responds with a seemingly odd analogy. Bringing a child to his side, Jesus instructs his followers that “unless you change and become like little children, you will never enter the kingdom of heaven” (emphasis added). At first glance, Jesus’ words seem to refer to obvious differences in societal status (the child being one of the “lowest” members of society) as a way to highlight the necessity of humility when responding to the divine. However, in light of what Ford and Virno suggest in reference to childhood, we see an expanded, materialist vision of the spiritual insight Jesus offers. Childhood is not merely a state of simple humility, although it includes this dimension. Instead, childhood is the closest any of us come to understanding and accessing the pure potential of language. Put another way, childhood is the closest we come to the innocence of simply being human in the world, unburdened by the demands we experience later in our life through capitalist individualization. If childhood is where we learn language, then the only way we can actualize liberation under the confines of the world is to learn to speak differently. In the same way that the only way one can “enter” the kingdom of heaven is to become like a child, the only way we can “enter” liberation is to, in some sense, leave “adulthood” or what passes for our being as we age. I must emphasize that all of this takes place within material form. None of this regression is possible in the abstract. It relies upon the physical and biological capacity to speak.

Thus, I contend, in what I believe to be a shared pursuit of both Ford and Virno, that the only way to liberation is through an exodus of being, leaving behind and stripping away the linguistic assumptions of late capitalism. By returning to a state of being closest to the often untapped potential of speech, we can more easily learn new words, new phrases, and new public utterances which aid the quest for liberation. This process de-individualizes from the world in order to fashion a radical understanding of subjectivity over and against the assumptions made toward subjectivity through capitalism. As Ford states:

Exodus subverts the dominant ideology of individuality by posing childhood as a project that connects the individual back to the general intellect in its potentiality rather than its potential actualizations.

In short, in order to progress, we must first regress and mine the fields of potential we have long forgotten; we must become like children in order to retrace our steps in the pursuit of justice and liberation for all. As mentioned earlier, what passes for orthodoxy tends to reify existing structures and assumptions. Orthodoxy will not save us. We must remake the world entirely, and the only path toward this vision is through childlike inventiveness.

Let us all make the exodus from subjectivity, individualization, and being toward the horizon of pure potentiality, where like children, we have the chance to form ourselves.