Derek R. Ford’s “Encountering Education:” Bridging Marxist Educational Theory and Practice

By Peter McLaren

It was almost seven years ago that I participated in Derek R. Ford’s dissertation defense at Syracuse University. In that work—later published as Education and the Production of Space—Ford built on my own revolutionary critical pedagogy by further experimenting with the exact educational logics at work in revolutionary struggles and their spatial relations and implications.[1] After many twists and turns, for the last several decades I’ve worked to enlarge the scope of critical pedagogy into social movements because Marxist pedagogy is nothing unless it’s contributing to a social universe outside of capitalist value production.[2] Ford is one of several who continue to take that project in new directions, and since his dissertation he’s continued his work as a communist organizer at the local, national, and global levels and, just as importantly, has continued to write and theorize at the intersections of Marxism, pedagogy, and revolutionary struggles today. His seventh book, Encountering Education: Elements for a Marxist Pedagogy continues this trend in important and provocative ways.[3] The book is an incisive intervention in the fields of educational and political theory, yet it’s also one that’s relevant to organizers and activists today.

Ford begins by observing the frequency with which Marx’s eleventh Theses on Feuerbach—that “The philosophers have only interpreted the world, in various ways; the point is to change it”—is cited. From here he launches into his own intervention by noting that what is rarely mentioned is “the direction toward which he wanted to change it,” something that is inseparable from what he studied and the theory he articulated.[4] In other words, Marxist theory isn’t merely about changing the world but about advancing the class struggle toward the eventual abolition of class society. This is the transformation from the capitalist mode of production to the communist mode of production via socialism, which “as a social formation” is a combination “of elements of both modes of production in which communist relations and means of production are ascending through the class struggle.”[5] The novelty of Ford’s work is the way he sees pedagogical processes as absolutely central to not only the reproduction of the capitalist mode of production but, more importantly, as key yet neglected aspects of the struggle for a new mode of production. Ford contends that we have to both explain the political context of our moment and the pedagogical philosophies of marxist education appropriate to that conjuncture, while insisting that neither are reducible to the other.

An Overview of Ford’s Latest Riffs

The first chapter begins where his last book, Marxism, Pedagogy, and the General Intellect: Beyond the Knowledge Economy, left off: with Ford’s unique and bold excavation of two latent pedagogical logics in Marx’s own works.[6] This is a theme he’s developed elsewhere in various ways, and in this sense Encountering Education is another extended riff on this theory. This is not mere repetition, but rather the result of Ford’s sprawling research that refuses to follow a linear trajectory. In this book, it serves as the foundation for the “elements of a marxist pedagogy” that Ford organizes around the “disinterpellative encounter,” a concept first proposed by another former student of mine, Tyson E. Lewis. Whereas Althusser articulated interpellation as the material process through which subjects are inaugurated into the mode of production, Lewis and Ford theorize disinterpellation as the disruption of that process. “The pedagogical encounter,” Ford writes here, “is ‘an exposure to an outside,” and an excess or surplus gap within the lesson.’”[7]

For Ford, Marx’s distinction between the method of presentation and inquiry serves as the starting points for a marxist pedagogical philosophy of learning and studying, the former of which is linear and guided by predetermined ends and the latter of which is open-ended and guided by a ceaseless wondering and wandering to and fro. Ford innovatively reads work by Marx and his commentators as gesturing toward but never reaching this pedagogical dialectic Marx articulates.

The next chapter develops a theory of “errant learning” in which both pedagogies are blocked together, and the political context here are anti-colonial and decolonial struggles. He begins with John Willinsky’s Learning to Divide the World, which looks at how education was and is fundamental to colonialism.[8] Ford attends to Willinsky’s neglect of learning and colonialism while at the same time contributing to revolutionary work on studying that has focused primarily on neoliberalism. He does this through a highly unique—and for some, probably, controversial—turn to Édouard Glissant’s Poetics of Space and Peter Sloterdijk’s Spheres project. Here, Ford identifies “the grasping drive as the educational foundation of the colonizing apparatus. I argue that the grasping drive positions opacity as a potential that must be realized—as a thought that must be known—an orientation that ends up sacrificing opacity as such.”[9] Ford turns to the question of form through Sloterdijk, linking the grasping drive to “lordly imagining,” before drawing out the revolutionary potential of Sloterdijk’s work on foams. He develops his theory of “errant learning” as “another form of dialectically blocking together the methods of inquiry and presentation, but one that shows the necessity of presentation and the existing historical material conditions in which we engage in inquiry.”[10]

After exploring the colonial and imperial context of our times, Ford turns next to the urban coordinates of our struggle and our present. He shows how the grasping drive is the pedagogical logic of today’s urbanism, which he justifies and then develops a pedagogical response to by turning to Jean-François Lyotard’s later work. Indeed, here we will note Ford’s highly unorthodox marxism that, while it’s unapologetically committed to the proletarian class camp and the struggle for communism, looks for philosophical allies everywhere he can, even in the most unsuspecting of places. Today’s urbanism—the megalopolis—is one in which everything is put into circuits of communication and exchange and “is ‘an economy in which everything is taken, nothing received,’” and is thus illiterate. Ford takes illiteracy as a positive element for marxist pedagogy insofar as such illiteracy “is not the negation or suppression of literacy, but instead a development of literacy as grasping, through which forms and concepts constitute objects under the mind’s direction and the subject’s will.”[11] Instead of presenting what this looks like, he inquiries into examples, one of which is the use of “scare quotes.” When we write or read square quotes, we “create a margin around the words and prevent any firm links between the words inside and outside to be drawn. While we can produce uncertain connections (“what is it about ‘this’ word?”), these always slip out of our grasp.”[12]

Urbanism isn’t only about steel and pavement, bounded densities of population and production, but is also virtual and material at the same time. In the fourth chapter, he builds on Curry Malott’s work on the postdigital, which Malott sees as a struggle “over what form the postdigital will take, which will be determined,” Ford urges, “by what mode of production prevails.”[13] While there is much of interest in this chapter, what is perhaps most politically and theoretically important is Ford’s argument against marxist theorists who have abandoned Marx’s theory of value today on the basis that “immaterial” and “knowledge” or “cognitive” work and products are immeasurable. “Marx’s law of value,” he reminds us, “is precisely immeasurable” insofar as both aspects of socially-necessary labor time are “dynamic,” “unpredictable,” and at times even outside of even our individual and collective consciousness.[14] The main problem he identifies with capitalist postdigital pedagogy is “that it limits individuation to the capitalist form of individuality and reinforces our conception and experience of individuality as a finalized starting point rather than an endpoint.”[15] Capital needs the individual subject-form to produce commodities (like knowledge). Yet rather than argue for the collective alone, Ford proposes—in postdigital fashion—for the pedagogical and political process of individuation through incalculable thought.

Ford begins the conclusion by noting that “there’s an immense power that comes from hearing an explanation for one’s oppression and our collective poverty and misery,” but that “explanation is only one part of the marxist pedagogical dialectic. The other part—inquiry—is a different kind of power: the power of wonder.”[16]  Here he summarizes the political and pedagogical distinctions between inquiry and presentation beautifully:

“If one side of the marxist pedagogical dialectic is about knowing and presentation, then we have to attend to the other side, which is about thought and inquiry. Such a distinction turns on the dialectic between exchange-value and use-value, between abstraction and differentialization, between capitalism and communism. The dialectic itself is here, in the present, in the global capitalist world, but in the world in transition. Understanding or knowing involves a determinate judgment that takes place when given data comes under the mind’s order and comprehension is a faculty of determination in which data comes under the mind’s comprehension. Thinking, by contrast, is an exposure to stupor, an experience with immeasurable concepts that the mind can never grasp.”[17]

After an important presentation and study of interpellation, counterinterpellation, and disinterpellation, Ford turns to the role of noise and music in anti-colonial struggles to tie together the various riffs produced in the book, ending with the example of technologies that mediate the voice such as autotune, which show us that vocalization is a ‘process without a subject’ insofar as they prevent us from linking the sound of a voice to an essence of an individual subject or a piece of fixed capital.” These technologies produce a “sonic surplus” that we have to listen to both synchronically and diachronically as well in order to “receive an immersive education in the wonder as well as the theory of class struggle, a struggle that is advanced ideologically and materially through the forces of opposition and swerve.”[18] The swerve is the unpredictable but nonetheless intended action of the marxist pedagogue.

Conclusion

There’s no doubt in my mind that Ford’s book—and this review—will be challenging to some. Yet for those who are confused, I can only urge you to spend time with Encountering Education, which makes these dense and difficult theories accessible and makes them come to life with real-world examples. That the book is available as an affordable paperback and a free online PDF will hopefully contribute to the essential ideas in this book proliferating throughout our movements. The pedagogical elements of the book aren’t recipes or dictates, but rather resources for us to use in all of our revolutionary educational endeavors.

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.

Notes

[1] Derek R. Ford, Education and the Production of Space: Political Pedagogy, Geography, and Urban Revolution (New York: Routledge, 2017).

[2] Peter McLaren, Pedagogy of Insurrection: From Resurrection to Revolution (New York: Peter Lang, 2016), 373.

[3] Derek R. Ford, Encountering Education: Elements for a Marxist Pedagogy (Madison: Iskra Books, 2022).

[4] Ibid., 1.

[5] Ibid., 94.

[6] Derek R. Ford, Marxism, Pedagogy, and the General Intellect: Beyond the Knowledge Economy (New York: Palgrave Macmillan, 2021).

[7] Ford, Encountering Education, 14.

[8] John Willinsky, Learning to Divide the World: Education at Empire’s End (Minneapolis: University of Minnesota Press, 1998).

[9] Ford, Encountering Education, 43.

[10] Ibid., 44.

[11] Ibid., 76.

[12] Ibid., 85.

[13] Ibid., 86. See also Curry S. Malott, “Capitalism, Crisis, and Educational Struggle in the Postdigital,” Postdigital Science and Education 1, no. 2 (2019): 371-390.

[14] Ibid., 93.

[15] Ibid., 99-100.

[16] Ibid., 102.

[17] Ibid., 103.

[18] Ibid., 122.

From Neoliberalism to Nowhere

By Thomas McLamb

From 1932-1945, FDR responded to the Great Depression by way of the New Deal to temporarily put a bandage on the crises of capital. This creation of the American Welfare State served as the response to the occasional short-term downturns of capitalist expansion. From FDR’s term until the Oil Crisis in the early 70s, the United States capitalist system enjoyed a period of steady growth and a stable rate of profit, whose occasional declines were solved by way of a variety of government programs that sent one clear message; the government existed to serve the people.

When Nixon took office, the processes of persistent economic inflation became apparent, indicating that this long period of economic expansion and stability was changing. That said, Marxist analyses of economic patterns of expansion, contraction, and long-term growth should stray away from the use of inflation as an economic pattern. Inflation is merely the process by which bourgeois economists summarize the degeneration of working-class buying power and strengthening of capitalist class buying power. In one short phrase – the dollar is fundamentally worth less to the worker than it is to the capitalist. While the capitalist is able to purchase more money with less, an exponential process depending on how much capital has been accumulated, the worker is dependent on purchasing essential life commodities, healthcare, food, housing, etc. with their dollar; the worker does not enjoy the luxury of purchasing more money with less, a process that inevitably leads to the phenomenon neoclassical economists refer to as inflation. Regardless of the actual relationship of inflation and the working-class, the aforementioned cycle of profits and growth from the post-war periods came to an end with the ’73-75 recession. The long wave of capitalist expansion had begun to wane, signaling the forthcoming period of long-term stagnation of working-class wages still underway today.

The end of the doctrine of the Welfare State led directly into a new doctrine of economic policy. The dominant economists of the period suggested that government welfare was wasteful and inefficient, that the occasional patterns of economic recession could be solved by allowing the markets to regulate themselves. The general assumption of these economists, i.e. Friedman et. al., was that government welfare resulted in an exponential process of inflation that could be remedied by a revival of liberal economics. This renascent adoration of laissez-faire capitalism came to serve as the genesis and framework of neoliberalism – the doctrine of cutting government expenses by any means necessary. Following the birth of neoliberalism, austerity quickly set in. The government responded to crises by allowing the bottom to hit the bottom, and externalizing and outsourcing previously domestic forms of labor that had now suffered from a declining rate of profit.

Alongside the externalization and outsourcing of labor from the United States, a process that signaled the shift of the U.S. to a strictly service and information economy, came a renascent nationalism and patriotism within the United States. This renascent nationalism served as the popular justification for the endless oil wars in the middle east, the incessant and undemocratic CIA-backed military coups in Latin America, and the continuous starving acts of tariffs and embargoes against foreign governments who refused to kneel to the imperialist war cry of neoliberalism. In industries where the rate of profit waned in the United States, the government merely cut popular welfare programs to fund the imperialist war machine to appropriate resources, governments, and economies of foreign governments, continuing the accumulation of capital and comfortable seat of influence of America.

Away from the wars, coups, and starvation acts outside of American borders, American workers waded through an ever-changing industry of employment in the United States. The neoliberal response to the discovery of ‘inflation,’ better understood as another symptom of the declining rate of profit, resulted in the same outcome the neoliberal economists and politicians believed they would be avoiding – a period of long-term stagnation of working-class wages and the devaluation of the buying-power of the working-class by large-scale privatization and imperialist efforts to sustain the total economic growth of the U.S. economy. Of course, these solutions worked to create more wealth than ever and higher profitability that ever before in the United States, but the measure of the total economy and its exponential growth ignores the continuous struggle of the non-propertied class. Marx’s theories of surplus value provide us with the truth that all profit is derived solely from labor. With that understood, wherever labor costs can be reduced, they will be, and profits will increase. Additionally, the buying-power of those wages themselves have been structurally diminished long-term by the neoliberal doctrine. This process of the stagnation of working-class buying power can be observed in the history of wages since the beginning of the neoliberal period. Real per capita wealth in the U.S. has more than doubled since 1964 while average real wages have barely increased. From 1964 to 2018, the buying power of the average worker in the United States increased by only 11.7% while the actual average wages themselves have increased by 806%. This mass rate of inflation is not an aberration of capitalist market economies – it is precisely a function of the long and short waves of capitalist development; all of which is accelerated and exaggerated by neoliberal austerity.

Over the past 50 years, over 90% of all growth in income has gone directly to the top 5% of households in the United States. Just short of 3% of total economic growth went to the bottom 20% of households, while more than half went to the wealthiest 20%. Wealth inequality from the late sixties throughout the development of the neoliberal period can be described in one sentence – the rich got richer and the poor get poorer.

The bottom 95% of families have experienced within themselves disproportionate rates of economic growth relative to productivity. While workers are producing more than ever for their bosses, hikes in productivity in the neoliberal period haven’t resulted in higher wages at all. Drew DeSilver has pointed out in his work through the Pew Research Center that while productivity amongst workers has increased by 80% over the past 30 years, the data will show that the buying power of the wages those workers earned has moved up barely a percent and a half.  Despite this near doubling in productivity, neoliberal austerity and market purism have made more money than ever for those at the top, and stolen more than ever from those at the bottom. The general tendency of money to move upwards on the capitalist market has resulted in exponential gains for the ultra-rich, which as mentioned before, creates an exponential increase in the buying-power of the rich and a stagnating or decreasing buying-power of the poor.

Alongside the hikes in productivity and slow growth of wages, nearly 80:1 from 1987-2017, there has been a drastic shift in employment by major industry sector amongst the total workforce. From 1948-1975, the total employees in the United States increased by 65.67%, around 2.43% annually. From 1975-2017, total employees increased by 79.23%, or 1.89% annually. Even though productivity and total wealth increased exponentially over the neoliberal period, employment decreased in growth year after year.

Amongst the general change in total employment, specific industries saw drastic changes during the neoliberal period compared to the period of government intervention policy stemming from the FDR era. Manufacturing jobs have disappeared in mass numbers since the beginning of the neoliberal era. Manufacturing has been pushed abroad to keep up with the ‘cutting costs’ doctrine of neoliberalism, while more workers than ever are forced into low-paying service and information jobs, since these are the only jobs that exist anymore. Retail positions have increased proportionally with total employment, but many of these positions are occupied by formerly well-employed manufacturing jobs. The shift in employment by major industry sector can be observed as a primary vehicle for the slow-growth of working-class buying power, as well as an expression of ever-disappearing manufacturing jobs.

In terms of buying power of the working-class, the numbers represent a similar transformation of shares of economic expansion, though the buying-power can illuminate a more concrete examination that accounts for the bourgeois notion of inflation and market behaviors.

From 1967 to 2017, the buying power of the lowest 80% of families grew at a similar rate to the actual dollar amount in the previous data set. From a sliding scale of the least to most wealthy in terms of economic expansion, the buying-power of the poor increased by around half compared to their dollar-amount wages while the buying-power of the wealthiest percentile classes increased by around 2.1 times. Though these numbers from the census do adjust buying power to examine the market behaviors and adjust the wages to paint a more accurate picture using consumer price indexes, these numbers are not adjusted to account for factors that only affect growth amongst the ultra-rich, i.e., debt, investments, property, etc. Furthermore, the tendency of capital upwards results in exponential increases in the buying-power of those at the top, but commodities can only grow so expensive before those at the bottom can no longer pay for them, thus the tendency of the rate of profit to fall despite exponential levels of expansion for the most-high spheres of capital.

Of course, the most wealth 5% of households in the United States have enjoyed economic expansion that dwarfs that of those at the bottom, a near 60-40 split. This is largely due to the existing ownership of the means of production and investment spheres by the ultra-rich maintaining their positions through one of the largest hikes in productivity in the history of capital itself.  The bureau of labor statistics provides us with a catalogued measure of productivity increases by major industry sector, though some catalogs only go back as far as 1987. Despite this, the numbers are still useful to examine the production and profitability levels of economic industry relative to real wage increases.

There are data series on productivity in the manufacturing sector using the same measuring scale as the data set above, though the historical series only date back to 1987, presenting several problems, but the data itself is still very useful. The data is included in the above chart, though 1967-1986 are omitted for mentioned reasons.

Referring to the real average household incomes of the same time-set discussed above, we can build a relationship by percentile class of the wage-productivity increase from 1967-2017. Listed below are both the data from 1967-2017 as well as a smaller section from 1987-2017 to include manufacturing data relative to the other major industry sectors.

Regardless of year and industry, there is a general tendency both within the latent capitalist mode of production as well as the neoliberal tendency for exponentially disproportionate ratios of growth to productivity depending on income class. Since 1987, there has been a harsh stagnation of wages especially amongst the poorest 20% of households in the United States that was not shared in years prior. Following the tendency of the income-productivity relationship upwards can illuminate the fact that the neoliberal period has resulted in the richest few in the United States have received the overwhelming majority of money and buying-power from the bottom. The philosophy of trickle-down economics combined with the furthering development of the capitalist tendency towards class-monopoly has resulted in both the longest period of wage stagnation in the history of American capitalism as well as the largest wealth inequality in the history of this country. Hikes in productivity are useful for examining the rate at which working-class wages are outpaced by economic growth, but these productivity measures also help illuminate the mass-level of accumulation and theft that the billionaire class has taken part in over the past 50 some-odd years.

In all industries, sans manufacturing, the highest 20% of household incomes have reaped the rewards of the increased productivity of the bottom 80%. The outsourcing and evisceration of American manufacturing deals primarily with the need for a higher profitability from labor by those who own the manufacturing means, as well as the systemic decline in union membership and labor solidarity from Reagan to present. Furthermore, the top 5% of families have almost exclusively reaped the rewards of hikes in productivity, being the only percentile class in the country that has achieved a level of economic growth that is even barely comparable to the growth of productivity. Again, this wage-productivity relationship only grows more dramatic and exponential as you examine those higher and higher up on the wealth ladder. For those at the very top, their economic growth makes that of those of the bottom 99% seem like raindrops in the vast open ocean.

In the period of FDR, there were three solutions to the crisis of capitalism across the world – Bolshevism, fascism, and social-democratic government policy. If the policy of FDRs social-democratic platform was to sustain the rate of profit through bailing out the worker through mass government programs, the policy of neoliberalism was to simply allow the economy to bottom out, so that the rate of profit could be restored organically in the market. The neoliberal period which proceeded from the welfare state allowed for mass accumulation of capital by the ultra-rich at exponential levels. In the early 20th century, bailing out the ultra-rich would not allow for an organic recovery of the rate of profit since the raw inequality between the rich and poor paled in comparison to that of the 21st century. However, in 2020, the capitalist system has been able to sustain its profits by doing precisely what couldn’t be done 100 years ago – bailing out the 1% of the 1% time after time. The capital that has been accumulated in disproportionate amounts over the past 100 years has facilitated this very process of the reintroduction of mass government programs that serve the market, only this time, they serve those at the top instead of those at the bottom. The program of neoliberalism is the death knell of capital, whose only defense is to consume its very mechanism of its own creation and sustenance.

The rate of profit is in decline. There are two paths forward from neoliberalism. The first path is the possibility that capital can save itself through the false-promises of several decades of social-democratic reform, recreating the conditions that led to the development of neoliberalism. The second path is the dissolution of capital by its own hand. Capitalism has dug its own grave through the doctrine of neoliberalism, resulting in the greatest wealth inequality in the history of capital and the ever-growing contradictions of labor and productivity. The path forward from the death knells of capital cannot be understood as some sort of communist eventuality. Capital will certainly die, but what takes is place is certainly indeterminate.

Neoliberalism has wreaked havoc on the worker for half a century now. Corporate tax cuts, the starvation of the worker, and the greatest wealth inequality the country has ever seen – these are the legacies of neoliberalism. Its doctrine has been nothing but the largest heist in the history of capitalism, with the ultra-rich stealing more every day from the pockets of the worker. The path forward must address these concerns, lest we allow the economy to bottom out, and leave authoritarianism and failed bourgeois economics to dominate the world as it has for the past century.

Thomas McLamb is a Lebanese-American Marxist writer, historian, and graduate student residing in the so-called United States. Thomas has spent the last few years researching historic wages, economic expansion, recession, and the currents of capitalism both in the so-called United States as well as internationally.

Decolonizing Zwarte Piet

By Darryl Barthe

When I arrived in the Netherlands in March of 2016, I was forewarned by a number of colleagues and friends that the Dutch tradition of Zwarte Piet would challenge me. I'd seen the images of Dutchmen in blackface handing out candy while dressed as Harlequins, but I honestly had no idea how it would affect me until my daughter came home from school with a little "golliwog" figure that she had colored that day as a part of Sinterklaas festivities. I'd heard the arguments from Prime Minister Mark Rutte's people: this is a "normal" expression of Dutch culture. I'd also heard the arguments from Geert Wilder's people (who really didn't sound so different from Rutte's people, in this regard): anyone who has a problem with this part of Dutch culture should get out of the Netherlands. [1]

I like haring. I like being able to ride a bike everywhere. I like the fact that cannabis is decriminalized and that prostitutes are organized into labor unions. However, I do not like racist caricatures of African people that inspire my neighbor from Djibouti to keep her child home from school rather than allow him to be subjected to cartoonish representations of black people as brutish, goofy, slaves. This dilemma inspired me to look to the origins of Zwarte Piet to interrogate this narrative of golliwogs being integral to some Dutch people's sense of national identity.

The connections between the Germanic god of Magic, War and Rulership, known variously as "Woten," "Woden," and "Odin," and "St. Nicholas," "Father Christmas," "Sinterklaas," and "Santa Clause" are convincingly documented by a number of scholars. The figure of "Sleipnir," Odin's 8-legged horse, is re-imagined in the English poem "The Night Before Christmas," as "eight tiny reindeer," for example. The All-father's habit of visiting unsuspecting families and testing their hospitality is the reason that American children leave Santa milk and cookies ("koekjes," being the original Dutch word; what Americans call "cookies" are called "biscuits" in the UK) and why Dutch children leave hay or carrots for Sinterklaas' horse. It is ironic that this tradition, grounded in a belief in the transcendent, moral, value of hospitality, should be expressed in blackface, a mode of drama and comedy steeped in a history of racist dehumanization and exploitation.

In the case of the "naughty" children -those who do not show the All-father hospitality-there are a number of re-interpretations of the Old Norse myth which involved Odin, in some way, cursing the offenders. All involve some reinterpretation of the mythical "svartalfar," or "dark elves," who controlled all the minerals under the mountains. So, good children get gold while bad children get coal; good children get presents while bad children get abducted by the dark elves in a manner suggested by the German Christmas tradition of "Krampus," and the story of the Pied Piper of Hamlin. In the Santa Claus tradition, the svartalfar have been reimagined as "Santa's elves" who leave children lumps of coal in their stockings if they are naughty, as opposed to treats.

The present tradition of Zwarte Piet can be directly traced to the middle of the 19th-century, and a children's book written by Jan Schenkman,Sint Nikolaas en Zijn Knecht ( Saint Nicholas and his Servant). The myths of the svartalfar were submerged in a colonial narrative of servile (yet simultaneously violent and cruel) "Moors" (or, alternatively, "Spaniards") accompanying the aging (white) patriarch, Sinterklaas, to Holland. When Netherlanders don their blackface and pantaloons, the pre-Christian significance of that imagery -a significance that speaks to an older, pre-Romanized, sense of "Dutchness"-is, for the most part, lost on them. What is confounding, however, is the extent to which the racist, colonial, White Supremacist, significance of that imagery is also lost on many Netherlanders, as well.

Dutch identity, today, is only vaguely related to the Batavians, the ancient Germanic tribe that lived at the Rhine Delta during the 1 st Century CE. Even less so is contemporary Dutch identity related to the Chatti, an ancient Germanic tribe of Lower Saxony and Hesse, from whom the Batavians supposedly descended. Rather, contemporary Dutch identity is most often articulated as the collective social and cultural inheritance of 17th century merchant seamen, who traded mostly in spices and flowers.

There is a vague notion that the Dutch played some role in the slave trade, but only rarely is this fact seriously interrogated in the Netherlands where, according to University of Amsterdam Professor Gloria Wekker, "fear and avoidance of the axis of race/ethnicity are dominant" in academic discourses.[2] The Dutch embrace a view of themselves as a tolerant, anti-racist, people despite the glaring, obvious, historical silences surrounding the brutality of Dutch colonialism, the underlying ideology of racism and White Supremacy that fueled that colonial program, and the lingering effects that that history has had on the Dutch people (and, perhaps more to the point, Dutch people of African descent). My Dutch students often recoil in horror and righteous indignation when I relate the bloody, gory, history of racism and lynching in the US; this is in contrast to the looks of surprise and confusion that I get when I tell those same students that the first enslaved Africans brought to the English colonies in North America were brought there by Dutch sailors.

Every year the Dutch legacy of colonialism (and the attendant white Supremacy that justified the Dutch colonial program) is articulated through the "innocent tradition" of Dutch people donning costumes portraying buffoonish images of fat-lipped, Afro-wearing, golliwogs, prancing about goofily, handing out candy. To suggest that this display accomplishes the racist dehumanization of black people can often invite defensiveness from Dutch people who are genuinely horrified at the thought that anyone would ever call them racist. Many Netherlanders - fair-minded, reasonable people, committed to notions of equality and ideologically opposed to racism and prejudicial discrimination-will admit in candid moments that they honestly cannot understand what it is about Zwarte Piet that is so offensive to black people.

The best among the Dutch are willing to allow space for Black people in the Netherlands to explain it to them. Since 2013, there has been a growing movement to discontinue the portrayal of Zwarte Piet. In 2014, the city of Amsterdam decided to discontinue the blackface tradition. In 2015, the UN Committee on the Elimination of Racial Discrimination urged the Netherlands to confront the problem of this national celebration of racist stereotypes, a suggestion the Dutch government took under advisement. Not all Netherlanders are so reasonable, however.

A few weeks ago, pro Zwarte Piet demonstrators blocked a highway, preventing antiracist activists from marching on the city of Dokkum where "traditional" Zwarte Piet celebrations were commencing. Mark Rutte's response to the (illegal blockade) protest was to suggest that children should not be forced to deal with angry Zwarte Piet demonstrators when they were simply out for a little Christmas fun: "Sinterklaas is een mooie traditie, een kinderfeest. Dus laten we met elkaar een beetje normaal doen" ("Sinterklaas is a beautiful tradition, a children's holiday party. So, let's all get together and be a little normal"). [3]

I am certain that Mark Rutte was unaware of the deep irony in his suggestion that racist theater represented Dutch "normality." For the most part, the sort of active, aggressive, racial hatred that exists in colonial contexts (like the US, for example,) does not exist in the Netherlands. At the same time, the racism of the Dutch colonial program was always buttressed by a principle of "white normativity" which posited only white people as people, and which recognized the humanity of non-white people only to the extent that those non-white people resembled (and internalized the value systems of) white people. That principle of white normativity -a passive, unaggressive, racism which even allows for individual kindness and intimacy, including the legendary "black friend," or even the occasional black spouse- defines the parameters of the discourse on race in the Netherlands and that will not change until the Dutch start honestly confronting their own history of racism and colonial violence, and not until the vantages of people of color in the Netherlands are properly integrated into Dutch notions of "normaal."

Notes

[1] See Mark Rutte, "Lees hier de brief van Mark," (VVD.nl, 22 January 2017) https://www.vvd.nl/nieuws/lees-hier-de-brief-van-mark/ (accessed December 23, 2017). See also Ben Winsor, "Wilders prepares law to protect 'Zwarte Piet' holiday blackface," ( SBS.com.au, February 16, 2017) https://www.sbs.com.au/news/wilders-prepares-law-to-protect-zwarte-piet-holiday-blackface (accessed December 23, 2017).

[2] Gloria Wekker, White Innocence: Paradoxes of Colonialism and Race (Durham: Duke University Press, 2016), 52.

[3] "Zwarte Piet supporters close motorway to stop demo as Sinterklass arrives" (DutchNews.nl, November 18, 2017), http://www.dutchnews.nl/news/archives/2017/11/zwarte-piet-supporters-close-motorway-to-stop-demo-as-sinterklaas-arrives-in-dokkum/ (accessed December 23, 2017); "Premier Rutte over Zwarte Piet-discussie: 'Laten we een beetje normaal doen'" ( rtvnoord.nl, November 18, 2017), https://www.rtvnoord.nl/nieuws/186365/Premier-Rutte-over-Zwarte-Piet-discussie-Laten-we-een-beetje-normaal-doen (accessed December 23, 2017).