What is Socialist Revolution?

[Pictured: Thomas Sankara meets with Fidel Castro in the early 1980s]

By Nino Brown

Republished from Liberation School.

Since the fall of the Soviet Union, the U.S. and other imperialist countries have repeatedly declared that history is over, meaning that humanity cannot transcend the capitalist system, which is elevated as the pinnacle of human development. As Margaret Thatcher claimed “there is no alternative” to capitalism, and the best we can hope for is a kinder, gentler, and more “humane” form of it. According to the capitalist class, the fall of the Soviet Union demonstrated that “socialism doesn’t work” and socialist revolution is foolhardy, so we shouldn’t preoccupy ourselves with fighting for it.

Despite this prognosis, socialist revolution is very much on the table in the U.S. and all over the world. As we are facing multiple existential crises for humanity and the planet, socialist revolution is not just possible, but an absolute necessity to ensure our collective future.

Wherever there’s exploitation and oppression, there’s resistance, and the capitalist system generates the conditions for this continued resistance. However, while resistance ebbs and flows, there are particular moments when, as Marx and Engels put it, the broad masses are “sprung into the air” [2]. Today, resistance to capitalism, imperialism, and all systems of oppression is increasing. However, to make a socialist revolution, resistance is not enough. Socialist revolution requires the class-conscious intervention of the working and oppressed classes to dislodge the political power of the bourgeoisie, collectivize and plan production, and create a new state in which the masses of people are in control.

This article introduces what a socialist revolution is—in contrast to anti-communist and bourgeois mythologies that caricature it as an impossible and hopeless project. Socialist revolution anywhere cannot be prescribed and certainly is not an automatic development of any single or foundational contradiction; it requires explicit mass socialist consciousness and organizing.

Further, a socialist revolution cannot take place without society entering into a profound crisis. The Russian leader V.I. Lenin, whose Bolshevik Party led the first successful socialist revolution in 1917, put it this way:

“A revolution is impossible without a revolutionary situation; furthermore, it is not every revolutionary situation that leads to revolution. What, generally speaking, are the symptoms of a revolutionary situation? We shall certainly not be mistaken if we indicate the following three major symptoms: (1) when it is impossible for the ruling classes to maintain their rule without any change; when there is a crisis, in one form or another, among the ‘upper classes’, a crisis in the policy of the ruling class, leading to a fissure through which the discontent and indignation of the oppressed classes burst forth. For a revolution to take place, it is usually insufficient for ‘the lower classes not to want’ to live in the old way; it is also necessary that ‘the upper classes should be unable’ to live in the old way; (2) when the suffering and want of the oppressed classes have grown more acute than usual; (3) when, as a consequence of the above causes, there is a considerable increase in the activity of the masses” [3].

Revolutionary opportunities arise neither as a result of the objective conditions of society nor the class consciousness of the masses alone. Instead, revolutionary situations open when the cascading contradictions of capitalism, imperialism, and oppression force the current order to a standstill. Such objective conditions can emerge from economic, political, social, military, or ecological crises: such as the cascading crises of automation and the resulting job losses, the delegitimation of basic institutions of U.S. bourgeois democracy like presidential elections, the climate catastrophe, and the U.S. war drive against Russia and China. But by themselves the contradictions of capitalism, which inevitably lead to crisis, do not make a revolution.

There are many revolutionary situations but fewer revolutions. This is because revolutions require the combination of the above-mentioned objective conditions as well as the subjective forces capable of seizing on the revolutionary opening. The Party for Socialism and Liberation is dedicated to building a party that can seize these revolutionary openings when they appear in the United States.

When society enters into a revolutionary crisis, it presents the opportunity for socialist revolution but, as Lenin points out, there have been many revolutionary crises that did not become successful socialist revolutions. What was missing in virtually all those cases was “the ability of the revolutionary class to take revolutionary mass action strong enough to break or dislocate the old government, which never, not even in a period of crisis, ‘falls’, if it is not toppled over” [4]. This for example, is what happened in Egypt in the wake of the popular uprising that overthrew the U.S.-backed dictator Hosni Mubarak in early 2011. The revolution was led by working and poor people—especially young people—who created new organizational forms during the course of the uprising. Because of the systematic repression of the Left, however, there was no working-class party capable of transforming the revolutionary opportunity into a revolution. In the absence of such a party, the most well-organized forces assumed leadership.

Political and social revolutions

When Vermont Senator Bernie Sanders first declared his run for presidency in 2014-15, he announced that his campaign would spark a “political revolution to transform our country economically, politically, socially and environmentally” [5]. His campaign resonated with a broad progressive base of the working class and some elements of the middle class.

Sanders was calling for major changes in society, many of which would have benefited the working masses, but was this really calling for a “revolution”? From a Marxist point of view, what Sanders proposed was actually a series of major reforms. Reform movements are often large and powerful, pulling vast numbers of people into struggle against the ruling class for basic democratic rights. The movements for health care, affirmative action, better wages, union representation, expanded marriage rights, and abortion rights are examples of powerful reform movements that have won important victories. All of these movements led to progressive changes to the political and legal superstructure of society; while progressive reform movements can change how society is run and operated, they do not fundamentally alter the economic system as a whole and are always resisted by the ruling class.

In order for us to realize such popular and necessary democratic and progressive reforms we need an entirely new social system, a socialist system, in which the working class has political, social, and economic power. To do this, a social revolution must dislodge the bourgeois ruling class from power.

Marxists use the term “social revolution” in a very precise way. Whereas political revolutions change the form of social rule and can bring important gains for the oppressed, they leave the fabric of the capitalist mode of production intact: private ownership of the means of production and capitalist control over the state apparatus. Political revolutions are significant shifts in political leadership, such as those that took place during the Reconstruction Era and the Civil Rights and Black Liberation movements of the 1950s-70s. Each brought about substantial changes in the political and social order but stopped short of changing the underlying structure of the economy [6].

Distinguishing between political and social revolutions doesn’t mean that we view them as separate and unrelated. In fact, historically, socialist revolutions have combined struggles for political and social transformation. Think, for example, of how central the struggle for a legally-regulated working day was to the Bolshevik’s line of march toward socialist revolution.

A socialist revolution in the U.S. would end the private ownership of the means of production, factories and mines, transportation systems and communication networks, banks and agriculture, etc., by a tiny clique of capitalists. Such a change in the mode of production would also have far-reaching consequences for the social hierarchies of exploitation, altering—and providing the material basis for eliminating—the social subjugation of all oppressed groups.

A socialist revolution, a radical rupture with the capitalist system, would mean many things, but principally it would mean that working class and oppressed peoples would, among other tasks:

1. Dismantle the old bourgeois state machinery and replace it with a new type of state, a workers’ state where working class people would govern society at every level.

2. Collectivize the means of producing and sustaining life. These would be controlled by the working class and its organizations, making them public property to be administered in the interests of the many and not just a tiny clique of unelected capitalists.

3. Implement a planned economy where production would be geared towards meeting people’s needs and sustaining the planet’s ecosystem, not for maximizing profit.

Socialist revolution and the question of violence

Capitalist politicians, media, and educational institutions portray socialist revolutionaries as bloodthirsty idealists, and revolutions are popularly described as incidents of mass violence. The capitalist ruling class, which itself came to power through violent revolutions and state-sanctioned and individual acts of conquest and dispossession, aims to foreclose the revolutionary path of the proletariat by presenting it as blood-soaked and misguided.

It is true that figures like Marx, Engels, and Lenin sometimes foregrounded the inevitability of violence in social revolutions. However, this is not because socialist revolutions necessitate violence in an abstract way.

In fact, Marx once suggested that, compared to the immense violence that brought the capitalist class to power, the socialist revolution would be relatively peaceful. The reason is that the capitalist revolution entailed “the expropriation of the mass of the people by a few usurpers,” whereas the socialist revolution entails “the expropriation of a few usurpers by the mass of the people” [7].

If violence is often a feature of social revolutions it is not due to the preference of the workers. On the contrary, it is because the capitalist ruling class will resort—and, in fact, already does resort—to the most extreme forms of violence as a means of protecting its property interests.

Lessons from history

No successful socialist revolution occurred during Marx and Engels’ lifetimes. However, they did witness and support the Paris Commune of 1871, when workers seized control of Paris and established, for a limited time, a revolutionary government based on workers’ self-rule. The bourgeoisie allied with the aristocracy against the rising revolutionary class—the proletariat—in order to brutally crush the Commune, killing tens of thousands of workers. This led Marx and Engels to reconsider the revolutionary proposals included in The Communist Manifesto. In the preface to the 1872 German edition, they wrote that they would formulate these differently because of “the Paris Commune, where the proletariat for the first time held political power for two whole months.” “One thing especially was proved by the Commune,” they continue, which is “that ‘the working class cannot simply lay hold of the ready-made State machinery, and wield it for its own purposes’” [8]. This lesson would be vital in the success of the Russian Revolution and the subsequent socialist revolutions across the colonial world.

The inter-imperialist rivalry of WWI created a unique opportunity for the Bolsheviks to break the weakest link in the imperial chain, seizing state power in Russia and establishing the world’s first sustained workers’ state. “Revolution,” Lenin put it in 1917, “consists in the proletariat destroying the ‘administrative apparatus’ and the whole state machine, replacing it by a new one consisting of the armed workers” [9]. In order to do so, the working and toiling masses need to be organized to successfully combat the highly disciplined armies of the ruling class. A vanguard party of revolutionary cadres provides the leadership necessary to guide the organized workers to a successful revolution.

The Russian Revolution was a social revolution in the sense that it changed the social relations of production and the overall class order of society. It is essential to recognize, however, that this project was not simply economic, in a reductive sense, as some of its uninformed detractors have proclaimed. In order to begin building an egalitarian society, the Bolsheviks pursued the project of socializing the means of production and redistributing land, slowly but surely building up a society in which everyone had the right to housing, education, healthcare, and employment, and more. At the same time, they directly confronted the legacies of social chauvinism, nationalism and racism by introducing a substantive democracy in which all nations had the right to self-determination and the plethora of cultures and languages within the USSR was celebrated [10].

In addition to directly combating dehumanizing practices, which are so integral to capitalism, the Soviet leadership undertook to dismantle the system of domestic slavery that subjugated women. “Under Alexandra Kollantai, people’s commissar for social welfare,” Valentine Moghadam explains, women were granted “an eight-hour day, social insurance, pregnancy leave for two months before and after childbirth, and time at work to breast-feed,” in addition to the legal codification of marital equality, the right to divorce, and more [11].

A socialist revolution is a total transformation that reorganizes, in the name of equality, the entire socioeconomic system, which includes—among other elements—its class, racial, gender, and national orders. It is significant, in this regard, that the successful socialist revolutions that occurred in the wake of the Russian Revolution took place in the colonial world rather than in the capitalist core.

Lenin himself had anticipated that the revolutionary storm would move eastward as colonized peoples rose up against imperialist domination. Vietnamese revolutionary leader Ho Chi Minh was among them. He described how he yelled out with joy as he read aloud and slowly came to understand Lenin’s message to the colonies. “Lenin,” he wrote, “was the first to realize and assess the full importance of drawing the colonial peoples into the revolutionary movement. He was the first to point out that, without the participation of the colonial peoples, the socialist revolution could not come about” [12].

Making a socialist revolution in the U.S.

We should take inspiration from the history of the struggles for socialist revolution, knowing that our party is situated squarely within this lineage. The tradition that we are part of is the one that has practically demonstrated its ability to make real, substantive gains for the working class, and notably for the most oppressed and exploited members of the international proletariat. In spite of what the capitalist ruling class would like us to believe, decay in the advanced capitalist countries is daily on display, and the socialist movement continues to grow around the world.

We find ourselves, however, in a unique situation since we in the belly of the beast, the U.S. Empire, which has over time built up a political system and broader culture that is profoundly reactionary. All of our creativity, insight, and revolutionary enthusiasm will be necessary to find effective ways of bringing the working class into the struggle for socialism. While there is no road map to revolution, there is a deep, international tradition of revolutionary organizing from which we need to learn, while also adapting it to our unique circumstances. In doing so, we can take hope and inspiration from the fact that, as we each do our own part, we are contributing to a collective struggle for the future of humanity and planet Earth.

“The socialist revolution is not one single act, not one single battle on a single front,” Lenin wrote, “but a whole epoch of intensified class conflicts, a long series of battles on all fronts, i.e., battles around all the problems of economics and politics, which can culminate only in the expropriation of the bourgeoisie” [13]. As we contribute to these battles, developing new tactics to edge out our opponents, let us never lose sight of the global class war that will decide the future of us all. For this is what is ultimately at stake in the question of revolution: shall we continue to live under an exploitative and oppressive system that is destroying humanity and the biosphere, or should we reorganize society to satisfy the needs and aspirations of the overwhelming majority?

Building mass socialist consciousness

There is no formula, blueprint, or silver bullet to get us to socialism. We know that the class struggle is a school for the working class in organizing itself to do battle with the bourgeoisie and win social gains here or there, but the class struggle in and of itself does not automatically lead to socialism. We can study and learn from socialist revolutions in history, but the conditions under which those revolutions were won are fundamentally different from the conditions that face us today in the U.S. No serious Marxist would argue that the socialist revolution develops the same way in every country. Lenin reminds us that “in different countries, the revolution develops differently. It always proceeds over a long time and with difficulty. Bad is the Socialist who thinks that the capitalists will abdicate their rights at once” [14].

So how do we get from here to there? From capitalist society to socialist society? For starters, economic, political, and social struggles are schools through which we can build the subjective forces necessary for revolution. Socialism can only develop out of the class struggle against the capitalists; it will not fall from the sky or come from the minds of some “ingenious” individuals. But, as we stated before, just recognition of and even appreciation for the class struggle does not end up with socialism or even socialist consciousness. The ruling class owns and operates an immense state apparatus and has access to tremendous resources to crush the resistance of the working class and hold back revolutionary consciousness. In order to overcome this, the working class and oppressed need their own political instrument(s) to fight the bourgeoisie. This means mass organizations of our class, in various forms from labor unions tenant associations to broad-based coalitions and single-issue organizations. Ultimately, the key instrument in socialist revolutions is a revolutionary Marxist party that’s able to unite the different mass organizations together under a coherent political program and strategic outlook.

The historical task of the working class is not just to emancipate itself, but all of humanity, from the shackles of capitalist exploitation and oppression. However, the path to victory inevitably goes through setbacks, defeats, and retreats, materially and ideologically. Conceiving of revolution today requires acknowledging this reality, but also proposing an organizational form that can readily assist the class and guide the struggle towards victory: the capture of state power by the working class. It is here where Leninism provides a battle-tested theory and practice to help revolutionaries battle with the capitalist class and build the revolutionary power and unity vital for defeating the capitalists and building socialism. For revolutionaries in the Leninist tradition, history has demonstrated with numerous examples that it is not the task of the revolutionary party to “make” the revolution with independent action divorced from the masses. In order to overcome the political and ideological indoctrination by the capitalist class, which has only strengthened over time with the rise of mass media and communications, it is necessary for revolutionaries today to embed themselves within workers’ struggles so as to help workers connect the concrete and specific contradictions of capitalism (police brutality, housing struggles, workplace fights) to its general functioning and motion.

As capitalism continues generating compounding crises affecting both the ruling class and the ruled, as spontaneous rebellions and revolts emerge, it is vitally necessary to continue building class consciousness of workers’ struggles. The organizational independence of the working class, through its own political party, is indispensable. For after all, a revolutionary crisis, while invoking chaos and confusion among the ruling class and oppressed classes, does not automatically lead to socialism. Reactionary elements, for example, may seize the time during a crisis; the January 6, 2021 assault on the U.S. Capitol to overturn the election results, the first phase of a coup attempt, are an indication of this possibility [15].

To make a socialist revolution requires more than spontaneous rebellions, more than idly waiting for the objective conditions to ripen; it requires working-class mass organization, discipline, unity of the oppressed, and a political party that can provide theoretical, strategic, and tactical clarity throughout the course of our various struggles. Socialism does not arrive ready-made: it is a result of the class struggle for state power, and thus requires socialists, but most importantly of all a revolutionary socialist party to guide, learn from, and organize the working class and its allies on the path to victory.

The time to build the revolutionary party is now. There is no time to waste. The extreme problems and contradictions of U.S. society mean that a deep crisis is inevitable, though neither revolutionaries nor the ruling class can determine when a revolutionary situation will develop. As many historical experiences have shown, it is difficult but not impossible to create the party needed to turn a revolutionary opportunity into a revolutionary victory once the crisis is underway. For all those who hope for revolution and a new socialist society, building the party is the key task.

References

[1] V.I. Lenin, “Letters on Tactics,” in V.I. Lenin,Lenin Collected Works (Vol. 24): April-June 1917, ed. B. Isaacs (Moscow: Progress Publishers, 1918/1980), 44.
[2] Karl Marx and Friedrich Engels,The Communist Manifesto, trans. S. Moore (New York: Penguin Books, 1888/1967), 232.
[3] V.I. Lenin, “The Collapse of the Second International,” in V.I Lenin,Lenin Collected Works (Vol. 21): August 1914-1915, trans. J. Katzer (Moscow: Progress Publishers, 1915/1980), 213-214.
[4] Ibid., 214.
[5] Andrew Prokop, “Bernie Sanders’s Political Revolution, Explained,”Vox, 28 January 2016. Availablehere.
[6] Social revolutions make a sharp break from one social system to another, although not all social revolutions aresocialistrevolutions. The 1979 Iranian Revolution, for example, overthrew the U.S.-backed Shah, installed in a 1953 coup that overthrew the democratically-elected Mossadegh government. In the period before the revolution, millions of people took to the streets and eventually won much of the armed forces to their side. Again, however, because of the intense repression of trade unions and the communists under the Shah’s brutal rule, socialist forces were unable to turn the revolutionary opportunity into a socialist revolution. At the same time, by overthrowing the U.S.’s primary colonial outpost in the region and establishing an independent and anti-colonial government, the Iranian Revolution did significantly change the makeup of the social system.
[7] 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), 715.
[8] Karl Marx and Frederick Engels, “Preface to the German Edition of 1872,” in Marx and Engels,The Communist Manifesto, 194.
[9] V.I. Lenin, “The State and Revolution,” in V.I. Lenin,Lenin Collected Works (Vol. 25): June-September 1917, ed. S. Presyan and J. Riordan (Moscow: Progress Publishers, 1917/1980), 491.
[10] See Eugene Puryear, “Nations and Soviets: The National Question in the USSR,”Liberation News, 06 June 2022. Availablehere.
[11] Valentine Moghadam,Modernizing Women: Gender and Social Change in the Middle East(Boulder: Lynne Rienner Publishers, 1993), 78-79.
[12] Ho Chi Minh,Selected Writings (1920-1969)(Honolulu: University Press of the Pacific, 2001), 37.
[13] V.I. Lenin, “The Socialist Revolution and the Right of Nations to Self-Determination,” in V.I. Lenin,Lenin Collected Works (Vol. 22): December 1915-July 1916), ed. G. Hanna, trans. Y. Sdobnikov (Moscow: Progress Publishers, 1916/1977), 144.
[14] V.I. Lenin, “Speech at a Presnya District Workers’ Conference,” in Lenin,Lenin Collected Works (Vol. 28), 361.
[15] See Party for Socialism and Liberation, “The Paralysis Ends: Trump, Fascism, and the Capitalist State,”Liberation News, 13 January 2021. Available here.

'No Royal Road' to Revolutionary Education

By Patricia Gorky

Liberation School's new book Revolutionary Education is edited by Nino Brown.

Capital was a formidable book from the moment it was published in 1867. In an attempt to make the content more accessible, Capital's first French publisher published the book in multiple pieces.

Karl Marx wrote to the publisher and commended him for the new teaching method used to present Capital. "I applaud your idea of publishing the translation of Das Kapital as a serial," he wrote. "In this form the book will be more accessible to the working class, a consideration which to me outweighs everything else."

The first three chapters, however, had a unique structure that were harder to understand split apart. Despite this tradeoff, Marx approved of the approach since the most important metric for him was whether people would understand his analysis of capitalism.

So as in 1872, so today: Socialism must be understood to be accepted. Socialism is a system where the working class wields control over the productive forces of society, and the economy is planned in a scientific manner according to the needs of the people and planet. Socialism unleashes the potential of the highest creativity and flowering of the working class.

Although the demonization in recent years has faded, socialism remains a badly-misunderstood topic. Teaching, therefore, is a critical skill that socialist organizers can and must hone and master.  Different situations calls for different teaching methods, or pedagogies. How do we know which method to use? How do we improve our own efficacy in presenting information? 

Liberation School's fresh book, Revolutionary Education: Teaching and practice for socialist organizers, explores these questions from the viewpoints of history, theory, and practice. Edited by Nino Brown, the book compiles essays from educators, organizers, and journalists on revolutionary education and socialist educational methods.

Brown explains in his essay on building organizations and developing cadre that organizers have much to learn from the suffering, sacrifices and victories of our comrades in struggle all over the world. "We are all linked by our common oppression under imperialism," he writes. The job of a revolutionary is to help make the revolution. To do that, socialists need to make more revolutionaries.

How do socialists win people over? Socialists are actually in the most favorable moment for socialists in the U.S. in decades. Organizer Walter Smolarek explains that organizers have the opportunity to make connections with working people and build a base of support through different tactics, including provisioning direct services.

Provisioning direct services, commonly referred to as "mutual aid", can be a way to make inroads with communities. Even an inherently nonrevolutionary activity can be used as an opening to bring people into the political struggle for socialism, but the tactic itself cannot be confused with the strategy. When a current approach does not work, organizers must recalculate and find new tactics to reach people.

The goal of Revolutionary Education, after all, is the emancipation of humankind.

Guinea-Bissau's struggle for independence led by the liberator, theorist, and educator Amilcar Cabral is one such example.

Curry Mallot traces the history of how the small west African country became a world leader in decolonial education, in large part due to the leadership of revolutionary Amílcar Cabral. For more than 400 years Guinea-Bissau was a colony of the vicious Portuguese empire, Mallot writes, whose colonial mode of education was "designed to foster a sense of inferiority in the youth." Colonial educators set predetermined outcomes sought to dominate learners by treating them as if they were passive objects.

Militant historian Sónia Vaz Borges, the child of Cape Verdean immigrants, grew up in Portugal. Vaz Borges experienced firsthand the colonial education taught to the African diaspora in the colonial center. In an interview with Breaking the Chains, she recounts how the African community "does not see themselves reflected in official versions of Portuguese history." Political education is not abstract.

Socialists must be able to explain the class character of all events. Organizers know socialist revolution is the only path to survival, yet how do we convince others of its necessity? Revolutionary teaching has to give the person all of the keys needed to be able to interpret events. "Every event has an origin and a process of development," explains Frank González, director of Cuba's Prensa Latina news agency in a 2006 interview with Gloria La Riva.

Television overwhelms us with images, González notes, but the same media denies space to interpret events. The development of social media has only exacerbated these effects. In the end, bourgeois media leaves people with nothing but confusion.

In a separate essay, Mallott explores Soviet psychologist Lev Vygotsky's ground-breaking work that shows how people's development corresponds to their past and present experiences. Thought emerges from engagement with the concrete world. "While all of us have been shaped by this racist, sexist, capitalist society," Mallott writes, "we never lose the ability to grow, change and think differently."

Intelligence is an attribute but also a social construct. How do you tell children facing hunger, homelessness, and police brutality to be more "gritty", when in fact they already put in tremendous effort to survive? Organizer Jane Cutter in her essay on comradeship emphasizes that all progressive people must be willing to learn from experience and work in collaboration. 

Revolutionary Education closes with two practical appendices for day-to-day organizing. "Formulating study and discussion questions" explains how to break out of a linear mode of education. The sample questions are in and of themselves instructive for the tactics they represent in addition to the thought that they provoke. Learning facts and timelines goes hand-in-hand with discussion with others, reflection on ideas and combining those with our own experiences.

Comprehension questions, for example, help distill dense texts down to their key points. Questions that focus on the identification of significance help people understand why the author themselves highlighted portions as key. For revolutionaries, perhaps the most important types of questions are those that apply and extend our knowledge of the world. How can revolutionary pedagogy sharpen our ability to educate and reach people?

The second appendix covers teaching tactics that can be applied in study groups or classrooms. Some material is best presented in a lecture form, while other situations call for more interactive engagement through having participants draw out concept maps.

How do we best reach people? How do we make sure that our message is getting across? Each situation calls for its own tactics. Revolutionaries must be flexible and adaptable according to the needs of the moment. Learning is an endeavor that requires effort on the part of both participant and teacher.

Marx closes his 1872 letter with an encouragement to work through such difficulties. "There is no royal road to science, and only those who do not dread the fatiguing climb of its steep paths have a chance of gaining its luminous summits."

Those in the struggle for socialism will find in Revolutionary Education a worthy climbing tool indeed.

Patricia Gorky co-hosted the podcast Reading Capital with Comrades.

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.

How 'Justice for George Floyd!' Shook the Ruling Class to the Core

By Nino Brown

Republished from Liberation News.

On May 25, 2020, 44-year-old white Minneapolis police officer Derek Chauvin knelt on 46-year-old unarmed Black man George Floyd’s neck for nine minutes and 29 seconds, sadistically murdering him. Floyd was accused of using a counterfeit 20 dollar bill at a local convenience store in the middle of a pandemic that left tens of millions of Americans out of work and deeper in poverty. Floyd was a victim of the capitalist system, one of the tens of millions who were out of employment. The deadly encounter between Floyd and Chauvin was captured on video by community members and went viral shortly thereafter. 

The next day, the Black working-class communities of Minneapolis led thousands of people of all nationalities demanding justice and accountability, inspiring a nationwide protest movement against racism and police brutality that brought an estimated 35 million people into the streets in righteous and militant indignation. Solidarity protests were held in 60 countries all over the world from Palestine to Haiti to South Korea and more. As brutal force and thousands upon thousands of arrests were employed to repress the movement, the racist underbelly of so-called U.S. democracy was on display to the entire world.

One year since these rebellions began, many reforms have been passed and changes made to combat racism. Politicians and corporations have pivoted to allay the rage of the masses of people across the country sick and tired of racist police terror and the entire system of capitalism with its disgusting inequality. All across the country organizers, activists and progressive groups have demanded radical change, with some raising the slogan “defund the police” and “abolish the police” — representing a marked shift in the struggle for justice.

Derek Chauvin was convicted of two counts of murder and one count of manslaughter on April 20. Facing sentencing in June, Chauvin could be put in prison for 40 years for second-degree murder, up to 25 years for third-degree murder and up to 10 years for manslaughter. 

Yet, since that fateful day in May 2020, many more people have been killed by U.S. police. Some of these people’s names are widely known, such as Daunte Wright, Ma’Khia Bryant, Adam Toledo and Andre Brown. George Floyd’s murder was the “straw that broke the camels back.” But no matter how much negative attention the police get, as an institution of racist rule by a tiny class of the super-rich, they cannot help but enact all kinds of violence against poor and working-class communities, especially Black communities. The fundamental task of the police is to preserve the racist, capitalist status quo.

In the year since Floyd’s murder, activists all over the country have taken aim at qualified immunity, which shields officers from civil and criminal liability. President Joe Biden met with the Floyd family and other families of police brutality on Tuesday in a push to get the Senate to pass the George Floyd Justice in Policing Act. The bill would impose limitations on the use of police chokeholds, standards for no-knock warrants and limits on the sharing of military equipment by the Defense Department with police departments. Many of these reforms were already on the books in various cities and towns, yet they have not significantly hindered the police from continuing to kill and enact wanton violence on the people. The ruling class is far more reluctant about stripping the police of qualified immunity — their carte blanche to kill, maim, harass and bully. This continues to be an important front of struggle.

The police have been killing people since they were formalized as an organization growing out of the slave patrols in the U.S. South and out of the needs of the capitalist class to police immigrants and low-wage workers in the industrial North. The violence is not new, and many outright murders and assassinations have been captured on camera by civilians. So what is new? What has changed? It is the consciousness of the working class. All of last summer and even into the fall and winter, people continued to rise up against racist police terror and state violence.

As revolutionaries, we know that in order to win basic reforms and so much more, the working class and oppressed people of this country need to be organized. Our class must continue to keep the pressure on through mobilization, education and agitation — drawing in more people to the fight for justice in the immediate sense and also more broadly against racism and capitalism and imperialism. The rebellions have changed the political calculus of the ruling class and thus the terrain of the class struggle. 

In the aftermath of the conviction of Derek Chauvin, many debated what more needed to be done to win true justice. While the verdict was a victory secured through arduous struggle, we know that true, enduring justice can only be enjoyed by winning a new system that removes the basis for white supremacy and all the other unspeakable injustices in this society. To honor George Floyd’s memory, millions have and will commit themselves to this task.