Education

The Desire To Get Back To Normal Post-COVID-19 Ignores Black Girls

(Mike Siegel/The Seattle Times)

By Chetachukwu Agwoeme and Christopher M. Wright

In the past year, we have dealt with a global pandemic as well as the violent murders of Black people at the hands of law enforcement. In response to the murders of George Floyd, Breonna Taylor, Tony McDade and countless others, activists, and organizers have rallied people to the streets to protest for justice and awareness to the terrorism Black people face in America, and ultimately a call to defund the police. As a result of these protests, there are calls to adopt an ideology of anti-racism. For example, there have been posts of Black squares in “solidarity” with Black Lives on social media, as well as a surge of corporations suddenly advocating for “Black Lives Matter.” Although institutions, including schools, have pledged a commitment to anti-racism, things have not fundamentally changed, specifically for Black girls.

Black girls — who have experienced multiple forms of vanishment, violence, and utter disregard in schools — are now having to face another form of harm in the school building, COVID-19. This crusade to “get back to normal” ignores yet again how harmful our “normal” has been for Black girls in schools. As Black men, we believe it is important to focus on Black girls, because of the multiple forms of violence they face due to their intersecting identities that are overlooked with a “race first” analysis of Blackness.

The desire to get back to normal not only shows how Black girls’ experiences are ignored in what is considered “normal”, but also reveals a lack of attention on how COVID-19 has impacted the Black community. According to the CDC, Black people are 1.1x more likely to catch the virus, 2.9x more likely to be hospitalized by it, and 1.9x more likely to die from it.

The vaccine rollout has also worked to expose inequities in public health. The Kaiser Family Foundation (KFF) found that in every state in the U.S., Black people are getting vaccinated at rates significantly lower than their white counterparts. The lack of access to the vaccine while schools continue to open presents larger realities of public apathy for Black people by school policy makers. Protection and safety for Black children are not being considered when reopening schools because it was never considered prior to the virus. Therefore, “getting back to normal” as a process means to resume the physical and spiritual violence in the lived experiences of Black girls in schools.

In January of 2021, a Black girl was tased in a high school in Florida by a school resource officer (SRO) in the attempt to break up a fight. In the same week, another Black girl was body slammed head first into the concrete by a school resource officer in a separate Florida school. These examples of violence against Black girls by SROs are unfortunately not new. In 2015, a SRO body slammed a 16-year-old Black girl in a South Carolina high school for refusing to leave the classroom after being accused of classroom disruption by her teacher. In 2019, a 16-year-old Black girl in Chicago was pushed and dragged down a set of stairs by police officers before being punched and shocked with a stun gun multiple times by officers because the girl was accused of being disruptive by her teacher. These instances of violence that have happened pre-and post COVID-19, are not only assaults on the bodies of Black girls, but on their spirits.

Spirit Murdering, a term coined by legal scholar Patricia Williams and expanded to the field of education by Bettina Love, refers to the complete denial of inclusion, protection, safety, nurturance, and acceptance —all things a person needs to be human and to be educated—due to systemic forms of racism undergirded by antiblackness. In schools, SROs participate in the systemic, institutionalized, anti-black state-sanctioned violence that damages the souls of Black girls. With SROs as part of the school environment, this extends the prison state, leaving Black students vulnerable to state sanctioned violence under the guise of student safety. SROs are law enforcement officers who are often not trained to work in school contexts. Because of this unfamiliar environment, SROs force the school environment to adapt to the needs of law enforcement, thus opening a learning space to security cameras, metal detectors, and drug-sniffing dogs.

The forms of violence Black girls face in schools are unique because of the intersecting oppressions they face due to their race and gender. In Monique Morris’s “Pushout,” she found Black girls were punished for displays of Black girlhood and overall agency. Things such as falling asleep, standing up for themselves, asking questions, wearing natural hair, wearing “revealing” clothing, and in some cases engaging in traditional teenage angst resulted in their punishment. When Black girls display behaviors typical of all youth, it is viewed as threatening or disruptive by teachers because of the lack of understanding of Blackness or Black girlhood.

Blacks girls get framed as “loud,” “ghetto,” and “thirsty for attention” by teachers and fellow peers, which trivializes the violences they face in schools, thus positioning Black girls as the problem. When framed as “problems,” Black girls are then adultified. The adultification of Black girls is a form of dehumanization rooted in anti-blackness, intentionally meant to rob them from their girlhood — often leaving them unprotected. When robbed of this crucial milestone of growth, Black girls are vulnerable and unequipped to deal with adult forms of punishment at such a young age.

Overall, we need to be critical during this moment of transition, and ask ourselves what are the non-negotiables that must be attended to in order for us to send our Black girls back into schools? What is “antiracist” about getting back to normal? What does this mean when “under normal circumstances” Black girls experience violence in their schools by SROs, teachers, and fellow students? As we’ve mentioned, schools were already enclosures of anti-blackness through their punitive policies and practices. Is the desire to get back to normal worth the sacrifice of Black girls’ safety? This moment is one for deep reflection, reimagining, and organizing around these questions so that we can chart a path of resistance for Black students and their education. With a path toward resistance against this desire for normalcy, we must center Black girls who are often invisible and ignored. While the rest of the world is looking to rebuild the world they knew, Black people must continue to resist the violence that necessitates this rebuilding.

Chetachukwu U. Agwoeme, MA is a PhD student at the University of Pittsburgh studying Urban Education. Chetachukwu’s scholarship is dedicated to interrogating our current practices around school safety in regards to Black students. Ideally, he wants to change schools (which have been sites of suffering for most minoritized students) to places where students learn how to free themselves and free each other. He holds undergraduate and graduate degrees from the University of Wisconsin-Madison and the University of Maryland, College Park respectively.

Christopher M. Wright is a PhD student in the Urban Education program at The University of Pittsburgh. His research centers Black spaces as geographic sights of political struggle and worldmaking. He engages patterns of Black displacement and Black organized struggle. Chris holds undergraduate and graduate degrees from The University of Oklahoma.

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

By Peter McLaren

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

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

Peter McLaren

Peter McLaren

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

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

Overview

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

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

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

Episode 10: Reproduction

Episode 10: Reproduction

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

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

Revolutionary critical pedagogy

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

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

Notes

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

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

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

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

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

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

Critical Race Theory: John McWhorter Gets it Wrong…Again

By Christopher Viscuso

Columbia University scholar of Linguistics, John McWhorter, was recently featured on MSNBC commentator, Chris Hayes’ podcast, Why is This Happening? to discuss freedom of speech and to debate its boundaries. The pair begin by conceding that “freedom of speech” is more an ideal than a rigid principle. Whether through etiquette or the evolution of debate, some topics are either beyond the pale of polite conversation or are settled matters. McWhorter uses genocide and women’s suffrage, respectively, as examples in this regard.

But the conversation quickly polarizes around the degree to which speech is currently being limited. McWhorter argues that this is mainly being carried out “by a certain contingent of people,” across the academic, political, and popular spectrum, effectively circumscribing discourse to such an extent that “it’s beginning to choke out what most societies would consider any kind of sensible, or thriving, artistic, moral, or intellectual culture.” Hayes then attempts to shore up the conversation with nuance by organizing the debate into a bifurcated set of categories: delimitations of who or what is welcome to be discussed in written media or college campuses on the one hand; and “should someone face employment sanction for a Facebook post” on the other. Conceding initially, McWhorter then reverts to hysterics, which characterize a great deal of his contribution to this discussion, claiming vaguely that American society is being “told by a certain cadre of these people” that this supposed expansion of “that which we may not say” is being instituted by a rule of fear. “This truly frightening kind of cultural development,” claims McWhorter, enforces a sort of conformity across American society and culture, supposedly coercing the lion’s share of the American public through the fear of being called “racist” on Twitter.

In his more eccentric moments, McWhorter analogizes this situation he sees sweeping the nation to the “Great Terror” following the French Revolution. (To be fair, McWhorter does catch himself several times in this regard. But it happens too often to be incidental.) Without a certain degree of context, you’d think McWhorter was referring to the Red Scare under the McCarthyites or the “Satanic Panic” of the 1980s. Instead, in lieu of any hard data suggesting that so-called “Cancel Culture” has manifested into some totalitarian tyranny reminiscent of Nazi book-burnings, McWhorter, like many of his reactionary compatriots, resorts to a (small) series of the most miniscule of anecdotes to make his point. For example, he points to a rather obscure case from the University of Illinois, Chicago, Law School, wherein Professor Jason Kilborn was suspended, McWhorter claims, for an exam question that included a heavily redacted use of a racial slur. While the Black Law Student Association (BLSA) of the University indeed submitted a petition to Dean Darby Dickerson and Chancellor Michael Amiridis regarding the redacted word’s inclusion on the exam, Kilborn was in fact suspended for comments made in jest in a Zoom meeting with a member of the BLSA about the petition. Kilborn stated “I suspect she’s afraid if I saw the horrible things said about me in that letter I would become homicidal.”

McWhorter’s other examples are equally singular, with little to no context provided to substantiate his claim that this is somehow a “truly frightening kind of cultural development,” as part of “this racial reckoning,” seizing the nation.

Now, I do agree that activists’ efforts against entrenched, structural racism could be put to better use elsewhere to alleviate its material outcomes. And I certainly agree that in many cases, such as that demonstrated by McWhorter here, the more rarefied, toxic forms that so-called “Cancel Culture” may take can be ceased upon by reactionary, fearmongering commentators to project anti-racism as a dangerous behemoth destroying the country to retain their own control over the culture. I certainly do not agree that the material conditions that racism produces can be separated from the racist attitudes of individuals that allow its structural forms to persist. Hayes, to his credit, makes this point to McWhorter during the discussion, though McWhorter responds, rather condescendingly, by claiming that African Americans, presumably African American intellectuals, are just now beginning to expect a level of historical literacy of their white interlocuters. Which leads us to the crux of my frustration with McWhorter.

Never minding his argument that the expectation of a basic literacy of racism in this country is somehow tantamount to a national “reeducation program,” McWhorter’s Trumpian detraction of Critical Race Theory (CTR) is perhaps even more disconcerting than his commentary on speech and so-called “Cancel Culture.” And, like Trump, his attacks seem to be based on a misunderstanding of what the term even means. To McWhorter, prior to the protests that erupted around the killing of George Floyd in the Summer of 2020, CRT had been a “fringe school of thought” within academia whose “proponents” seized the “opportunity” of the protests to project their agenda. This is a level of alarmism unbecoming of an Ivy League scholar. And it’s incorrect.

CTR is, as it has always been, an analytical tool used to observe the power dynamics within race relations between different groups. Though its original iteration applied specifically to law, its application has spread across a range of academic disciplines, including, but not limited to, Criminal Justice, History, and Sociology. Its fundamental premises are (1) race is not a natural, biologically meaningful feature of physiologically distinct human subgroups; (2) race is therefore a socially constructed category historically and contemporarily utilized for the oppression and subordination of people of color; (3) racism is thus endemic to American culture and society, and a common experience among people of color; (4) the racial hierarchy upheld by American culture and society is typically unaffected, or reenforced, by attempts to improve the legal status of subordinated and oppressed peoples; (5) following the thesis of intersectionality, no one individual of color may be sufficiently identified by their membership in any one subgroup; and (6) the sufferers of oppression constitute uniquely situated communicators of the effects of their oppression, whether in a court of law or otherwise.

Beyond a commitment to challenging racism and discrimination within the law and other economic and social structures, CRT holds no ideologically partisan allegiances; the application of CRT in scholarship may lead to left- or right-wing conclusions, depending on the orientation of the scholar. However, detractors of CRT typically come from the right end of the spectrum. (McWhorter does not self-identify as a conservative, though he has worked as a Senior Fellow at the conservative think tank, the Manhattan Institute, since 2003.) Despite myriad Orwellian attempts to prohibit or delegitimize it, CRT has provided a theoretical framework for countless scholars across academia for several decades now. And, to the chagrin of McWhorter and others, it will remain a persistent tool against racial oppression for the foreseeable future.

Calling On Action: A Review of Henry Giroux's 'Race, Politics, and Pandemic Pedagogy: Education in a Time of Crisis'

By Yanis Iqbal

Henry Giroux’s new book “Race, Politics, and Pandemic Pedagogy: Education in a Time of Crisis”, published by Bloomsbury Academic in 2021, is an informed, impassioned and insightful response to the politico-economic conjuncture in which we are living. Organized into four sections, the book discusses a variety of things: the significance of the COVID-19 pandemic for neoliberalism, the phenomenon of Trumpism, the continued relevance of fascism, and the role of education in bringing about a new world. Operating with a whole network of organically interpenetrating concepts, Giroux does not content himself with isolated terms and one-sided definitions. He is always trying to integrate the totality of particular points and phases in a dynamic movement without suppressing the existential vitality of the individual elements. It is this internal characteristic of the book which makes it a worthwhile read.

Pandemic Pedagogy

Pandemic pedagogy is one of the central themes of the book. It serves as a concentrated expression of the multiple modalities through which neoliberalism has created a reactionary ideological configuration to stabilize pandemic profiteering. Giroux writes: “Pandemic pedagogy is the enemy of critical pedagogy because it is wedded to reproducing a debased civic culture while renouncing democratic social and political relations. It is a pedagogy for which power functions in the cultural sphere to depoliticize people while replacing democratic forms of solidarity with a social order invested in ultra-nationalism, social atomization, hyper-masculinity, a war culture, and an unbridled individualism”. Pandemic pedagogy emerges directly from the various ways in which the pandemic has mapped onto existing inequalities and social injuries plaguing the American society.

Unlike liberals who consider the pandemic as a “great equalizer”, Giroux says that “Its disproportionate effects on the poor and vulnerable, especially black and brown communities, pointed to the widening chasm between the rich and powerful wealthy few and the vulnerable and precarious majority. The inequities that this crisis revealed made clear how disasters unfold through relations of power, making it easier to challenge the myth that major catastrophes such as pandemics that affect everyone equally.”

According to Giroux, the necropolitical reality of neoliberalism is concealed through the deliberate individualization of social problems: “As a politics of control, neoliberalism privatizes and individualizes social problems, i.e., wash your hands, do not sit on toilet seats, and practice social distancing, as a way to contain the pandemic. In this instance, we learned how to be safe while being depoliticized, or uninformed about the role that capitalist economies play in producing a range of ideological viruses that gut the social welfare state and public health systems, if not resistance itself”. Pandemic pedagogy is present at every level of society and has morphed into a seemingly unshakeable “common sense”. An example of this “common sense” is the discourse on pandemic education which, as Giroux says, “is dominated by a technocratic rationality obsessed with methodological considerations regarding online teaching and learning.”

Afraid that deteriorating material conditions would increase the appeal of socialist politics and strengthen the class cohesion of the proletariat, pandemic pedagogy uses conservative ideological tools to discursively decompose class. Trumpism is an example of such a tool wielded by the ruling class to continue to maintain a gap between the objective structure of class and its self-conscious subjective awareness among the people belonging to that class.

Trumpism

Giroux conducts the analysis of Trumpism in two steps. First, he posits that Trumpism is integrally interlinked to neoliberal capitalism. While reflecting on the movement of the pandemic through the medium of neoliberal social relations of production, Giroux writes: “neoliberalism could not be disconnected from the spectacle of racism, ultra-nationalism, anti-immigrant sentiment, and bigotry that dominated the national zeitgeist as a means of promoting shared fears rather than shared responsibilities. Neoliberal capitalism created through its destruction of the economy, environment, education, and public healthcare a petri dish for the virus to wreak havoc and wide-scale destruction.”

The dense feeling of alienation engendered by the intensifying capitalist crisis provides the soil on which Trumpism grows. As the distinction between consumers and citizens is increasingly blurred by the marketization of each sphere of life, people become culturally deracinated. In a situation like this, Trumpism promised to supply these alienated masses with an identitarian anchorage, a cultural fixity witch which they can associate themselves. Insofar as Trumpism aims to satiate the emotive needs of its support base, it is based on irrationalism. Giroux delineates how such irrationalism manifests itself in Trump’s everyday performative politics: “Trump’s…language exhibited a mounting compulsion and hyper-immediacy that flattened out and vulgarized any viable notion of communication…Trump employed a pandemic pedagogy in which language became unmoored from critical reason, informed debate, and the weight of scientific evidence. Instead, it was tied to pageantry, political theater, and the consolidation of power, as well as the dictates of violence.”

Situating Trump’s politics within a wider panorama of historical processes allows us to confront it not as an individual problem but rather as a symptom of a sick society. As Giroux writes, “Cruelty is not something that can be simply personalized in the figure of Donald Trump. Neoliberalism produces its own forms of institutional cruelty through its austerity measures, its decimation of the welfare state, and its support for racialized mass incarceration.” Insofar that Trump is enmeshed in the structural conditions generated by neoliberalism, his authoritarian politics can neither be eliminated through the simple transfer of executive and legislative power to a thoroughly corrupt and corporate Democratic leadership nor through an impeachment process. Commenting on the latter, Giroux says: “The impeachment process with its abundance of political theater and insipid media coverage mostly treated Trump’s crimes not as symptoms of a history of conditions that have led to the United States’ slide into the abyss of authoritarianism, but as the failings of individual character and a personal breach of constitutional law.”

To prevent people like Trump from capturing power, we need to build robust movements capable of uprooting the conditions which make people vulnerable to the propaganda of demagogic leaders. Giroux is forthright in acknowledging this: “the criminogenic response to the crisis on the part of the Trump administration should become a call to arms, if not a model on a global level, for a massive international protest movement that moves beyond the ritual of trying Trump and other authoritarian politicians for an abuse of power, however justified. Instead, such a movement should become a call to put on trial neoliberal capitalism while fighting for structural and ideological changes that will usher in a radical and socialist democracy worthy of the struggle.”

Second, Giroux frames Trumpism within the problematic of fascism. It is important to note that Giroux does not interpret fascism in the narrow way of the setting up of a police state. Instead, he perceives it as “a particular response to a range of capitalist crises that include the rise of massive inequality, a culture of fear, precarious employment, ruthless austerity policies that destroy the social contract, the rise of the carceral state, and the erosion of white privilege, among other issues.” Since fascism is invariably tied to specific social conditions, it will not be homologous to the state structures established in interwar Italy and post-WWII Germany. Giroux is spot-on here: “Fascism does not disappear because it does not surface as a mirror image of the past. Fascism is not static and the protean elements of fascism always run the risk of crystallizing into new forms…comparisons to the Nazi past withered in the false belief that historical events are fixed in time and place and can only be repeated in history books”.

Another important feature of Giroux’s conception of fascism is its dynamic nature. He writes: “Fascism is often an incoherent set of assumptions combined with anti-intellectualism, ultra-nationalism, and a demonizing rhetoric aimed at a group singled out as different and undeserving of human rights…Fascism does not operate according to an inflexible script. On the contrary, it is adaptive, and its mobilizing furors are mediated through local symbols, as it normalizes itself through a country’s customs and daily rituals”. This argument resembles Jairus Banaji’s assertion that “fascist ideology is actually only a pastiche of motifs, it is a pastiche of different ideological currents, it has very little coherence on its own.”

When the aforementioned two aspects of Giroux’s analysis of Trumpism are combined, we are presented with the concept of “neoliberal fascism” - “a new political formation…in which the principles and practices of a fascist past and neoliberal present have merged, connecting the worst dimensions and excesses of gangster capitalism with the fascist ideals of white nationalism and racial supremacy associated with the horrors of authoritarian states.” Neoliberal fascism is not the apogee of an empty struggle between authoritarianism and democratic ideals. Rather, it is a “fierce battle on the part of demagogues to destroy the institutions and conditions that make critical thought and oppositional accounts of power possible.” With this statement, Giroux delves into an incisive study of the deep impacts of neoliberal fascism on agency.

Agency and Hope

Agency, defined as conscious, goal-directed activity, is heavily impacted by neoliberal fascism. Agency is the condition for every struggle and hope is a prerequisite of agency. With the arrival of neoliberal fascism, “the connections between democracy and education wither, hope becomes the enemy of agency, and agency is reduced to learning how to survive rather than working to improve the conditions that bear down on one’s life and society in general.” The overwhelming of hope by “the sheer task of survival” is elaborated in the book “Resilient Life: The Art of Living Dangerously”, where Brad Evans and Julian Reid develop the new category of resilience to capture the broad contours of neoliberal asociality and passivity. Resilience, the authors say, is not about overcoming or resolving a crisis but about the ways and means of coming to terms with it. They argue that resilience teaches us to “live in a terrifying yet normal state of affairs that suspends us in petrified awe.”

The re-molding of agency and loss of hope is fundamentally aided by ignorance which renders us incapable of problematizing our structural conditionedness and piercing through the open-ended nature of history. According to Giroux, “Ignorance has lost its innocence and is no longer synonymous with the absence of knowledge. It has become malicious in its refusal to know, to disdain criticism, to undermine the value of historical consciousness, and to render invisible important issues that lie on the side of social and economic justice. Ignorance has become the organizing principle of a pandemic pedagogy that collapses fact and fantasy, truth and lies, evidence and opinion.” Ignore needs to be combated by the constant utilization of history which will make it possible to de-naturalize hierarchies and intensely engage in a movement for social justice. Whenever history is used as a terrain of struggle for hegemony, as a space for opening up to a contextualized understanding of world and as a lens to re-think and constantly evolve our own views, a new politics of memory is developed. Memory becomes an act of moral witnessing and helps to counter what Giroux calls the “bankrupt white supremacist notion of nostalgia that celebrated the most regressive moments in U.S. history.”

Need for Action

Throughout his book, Giroux refers to the imperative need for concrete action. He is not satisfied with a mere shift in consciousness or an educative endeavor aimed at empty verbosity. He is unfailingly dedicated to the construction of a movement capable of fighting against the state’s repressive and ideological apparatuses.

In an extremely important passage, Giroux writes: “I do not want to suggest…that the strength of argument can change the political balance of power exclusively through an appeal to interpretation, rationality, and the force of dialogue… Ideas gain their merit, in part, through the institutions that produce them, and as such merit the importance of recognizing that the knowledge/power/agency connection is both a battle over ideas as well as over cultural apparatuses and institutions, and the power relations that create them…Matters of critique now merge with the imperative of actions bringing together not merely critical ideas and balanced judgment, but theory and informed action.”

 A major takeaway from Giroux’s book is that the politico-strategic logic of hegemony should occupy a central position in socialist organizing. Mere academicism is totally incapable of overthrowing the bourgeois state. What is needed is the constant re-interpretation of the world in the context of struggles. Whether this re-interpretation is correct or not is decided from the practical consequences that might conceivably result from that intellectual conception. In sum, knowledge and pedagogy need to be dialectically located in the ecology of struggle where they get endlessly embodied in concrete consequences and thus, help in consolidating the dynamic of action and reflection in conversation with each other. Giroux’s book is an example of precisely that kind of knowledge-in-struggle which is singularly committed to the goal of socialism.

Paywall or Open Book?: Power Dynamics in Academia and Higher Education

By Marcus Kahn

Academic spheres have a reputation among progressive and radical groups as being out-of-touch and disconnected from grassroots activist efforts. There is a long and troubling history of exclusion and deference to power leading right up to the present that lends weight to this perspective. Academic culture is deeply entrenched within networks of institutional decision-making power and is structured in ways that reinforce interlinking brands of elitism (classist, patriarchal, nationalist, ableist, and racist), despite optimistic rhetoric to the contrary. There are obvious systemic flaws in the U.S. higher education system, from the racial and socioeconomic inequities that selectively distribute resources and access, to the ways in which prestigious universities are implicated in the reproduction, growth, and maintenance of concentrated power. These sharp divisions rely upon the impermeability of academic spheres and the public’s inability to access knowledge and participate in knowledge production. By breaking down the physical, digital, and cognitive walls that keep knowledge contained, and opening doors for the public to participate in the closely guarded world of ‘intellectuals’, academic work can start to disentangle and detach from the constraints on perspective and action that limit its social relevance and reinforce social division, and take concrete steps towards the transformative deconstruction of existing power systems.

Barriers to Entry

The National Center for Education Statistics noted that in the U.S., “Of all full-time faculty in degree-granting postsecondary institutions in fall 2018, some 40 percent were White males; 35 percent were White females; 7 percent were Asian/Pacific Islander males; 5 percent were Asian/Pacific Islander females; and 3 percent each were Black males, Black females, Hispanic males, and Hispanic females.” Furthermore, “among full-time professors, 53 percent were White males, 27 percent were White females, 8 percent were Asian/Pacific Islander males, and 3 percent were Asian/Pacific Islander females. Black males, Black females, and Hispanic males each accounted for 2 percent of full-time professors.”

To enter into academic discussion, individuals need to ascend through a series of clear-cut stages. Attaining a PhD is a prerequisite for participation in academic discourse, which takes an investment of time and money most cannot afford. Of course, to get a PhD you need to have at least a bachelor’s or master’s degree. Huge segments of the population are effectively filtered out at each successive stage based off of the closely intertwined pressures surrounding wealth, gender, ability, nationality, and race, or else face the prospect of a completely unsustainable lifestyle.

Academic discourse tends to exist in its own world apart from the general public, filtering only indirectly into public awareness. Noam Chomsky cites the work of an early 20th century ‘pioneer’ in the field of communications often referred to as the ‘father of public relations’, Edward Bernays. Bernays distinguished the ‘bewildered herd’ (the public) from a ‘specialized class’ who understands their needs and the ways to provide for them. This viewpoint may not always be articulated as explicitly as it was by Bernays but emblemizes common attitudes within ‘intellectual’ circles.

Needlessly complex language and highly theoretical content can further serve to ostracize people who don’t devote their time to deciphering dense and convoluted academic texts. Chomsky has suggested that for the most part, core concepts and arguments in the social sciences can be conveyed at a high school level. The supposed complexity and impenetrability of social issues serves to exclude the majority of the population that isn’t highly versed in academic jargon, so that ‘laymen’ are unable to participate in the discussion of issues that pertain directly to their lives. This separation ultimately serves to disempower the public in determining its own affairs, since elites can justify their decisions and leadership roles through claimed ‘expertise’.

Institutional Interlocking

Academic research and higher education often conform to and serve the interests of dominant configurations of power. To take a few symbolic examples, Stanford was founded by a proto-Bezos, construction at UC Berkeley was funded by William Randolph Hearst, Princeton’s policy school is named after Woodrow Wilson, and Harvard’s political science school is named after John F. Kennedy. Academic institutions interlock with other dominant institutions in the public and private sectors, maintaining a mutualistic relationship which limits the ability of researchers and educators to examine institutional power with critical clarity and work towards meaningful social transformation.

Centers of concentrated power directly impact the research objectives of even the most seemingly ‘objective’ or value-free sciences. Highly technical fields such as physics, engineering, and computer science require intensive years-long training in university education systems. Major consulting firms, financial institutions, multinational corporations, and government agencies recruit talent from what essentially serves as a farm system to fill institutional ranks. Curriculum and the dominant intellectual culture that guides it are heavily instrumentalist, preparing students to enter uncritically into institutional roles with the ‘correct’ skills and mindset, so that by the time an engineer is developing ICBMs or an economist is assessing trade policy they have learned not to question or resist the ultimate impact of their work.

Research questions are often determined by the needs of these interlinked institutions, and research efforts within universities have consistently and directly informed the development of high-octane tools of oppression. Scientists trained and employed in U.S. universities have played critical roles in developing military and communications technology, as resources are continuously re-devoted to the pursuit of institutional objectives. Fields such as political science, history, economics, communications, and sociology are far from immune to the distorting effects of power on the trajectory of research and pedagogy. In the Science of Coercion, Christopher Simpson investigates the parallel development of communications research and government efforts to fine-tune methods of psychological warfare. Simpson maintains that “the U.S. government’s psychological warfare programs between 1945 and 1960 played either direct or indirect roles in several of the most important initiatives in mass communication research of the period.” He identifies a “positive feedback cycle” of funding, prestige, and participation that “tends to confine intellectual innovation to established formats.”

Breaking Down Silos

Library Genesis, an open-access online repository of books, published a Letter of Solidarity in 2015 that reads, “This is the time to recognize that the very existence of our massive knowledge commons is an act of collective civil disobedience.” This sentiment reflects the critical role of knowledge distribution and knowledge production in effecting transformative social change. Opening access to education and knowledge is a vital aspect of participatory public spheres in a democratic society. The artificial scarcity of instruction and resources is a means of enabling and exacerbating preexisting social divisions in a society that purports to provide equal opportunity, but ultimately filters out marginalized groups from attaining not only wealth and prestige, but also knowledge and participation in knowledge production. To continue quoting LibGen, “We have the means and methods to make knowledge accessible to everyone, with no economic barrier to access and a much lower cost to society.” In their critique of limited access, LibGen further argues that the current system “devalues us, authors, editors, and readers alike. It parasites on our labor, it thwarts our service to the public, it denies us access.” With these points in mind, there are very direct ways to increase public access to academia to the benefit of both academics and the public.

 

1.      Universal access to higher education

2.      Aggressive affirmative action in both admissions and faculty hiring processes

3.      Open-access digitized libraries like LibGen

4.      Lowering paywalls on academic journals and databases

5.      Recording and uploading all lectures onto the Internet

6.      Public participation in review and publication of articles and books

7.      Reducing technical language when unnecessary or simultaneously publishing parallel versions for public consumption

 

It’s no secret that higher education is artificially expensive and highly exclusive. This seemingly a priori late-stage capitalist reality is even more apparent in an era of skyrocketing college debt and overpriced digital education. Paywalls serve to reinforce barriers to entry and maintain the rigid stratigraphy of a society that can easily afford to distribute knowledge. The profit-driven world of academic publishing works in tandem with academic institutions that thrive on exclusion. Yet the focused and systematic pursuit of knowledge is critical to our collective well-being, and the resources of universities and publishers can be redirected to the benefit of the population. In order to advance transformative change, we need to enable knowledge redistribution, and take pragmatic steps towards enhancing the discourse between academics and the public, rather than allowing the public to remain the passive object of inquiry. Academic work can be invaluable or profoundly harmful depending on the interests driving research and pedagogy. At its worst, academia has unabashedly and effectively served elites. Increasing public access and participation can help flatten intersectional social hierarchies and transform how the public goes about solving its most pressing problems. 

 

Revisiting the Paris Commune of 1871: “Glorious Harbinger of a New society”

By Sandra Bloodworth

Republished from Marxist Left Review.

Eleanor Marx wrote of the Paris Commune:

It is time people understood the true meaning of this Revolution; and this can be summed up in a few words… It was the first attempt of the proletariat to govern itself. The workers of Paris expressed this when in their first manifesto they declared they “understood it was their imperious duty and their absolute right to render themselves masters of their own destinies by seizing upon the governmental power”.1

Karl, her father, had addressed the International Workingmen’s Association (known as the First International) on 30 May 1871. He began with: “On the dawn of March 18, Paris arose to the thunder-burst of ‘Vive la Commune!’ What is the Commune, that sphinx so tantalising to the bourgeois mind?”2

Marx went on to describe why he was so inspired. The Paris Commune

was the first revolution in which the working class was openly acknowledged as the only class capable of social initiative, even by the great bulk of the Paris middle class – shopkeepers, tradesmen, merchants – the wealthy capitalist alone excepted.3

Many of the lessons Marx drew from this momentous event have in the last half century been largely lost to workers struggling to get control over their lives. But if we listen to the voices of the women and men of the Commune, if we examine the barbarous response of the National Government headed by the reactionary Adolph Thiers, we find that the lessons are just as relevant to our struggle many years later. As Walter Benjamin argued so poetically:

The class struggle, which always remains in view for a historian schooled in Marx, is a struggle for the rough and material things, without which there is nothing fine and spiritual… [The latter] are present as confidence, as courage, as humour, as cunning, as steadfastness in this struggle, and they reach far back into the mists of time. They will, ever and anon, call every victory which has ever been won by the rulers into question. Just as flowers turn their heads towards the sun, so too does that which has been turned, by virtue of a secret kind of heliotropism, towards the sun which is dawning in the sky of history. To this most inconspicuous of all transformations the historical materialist must pay heed.4

In paying heed I will attempt to capture the incredible atmosphere of joy, experimentation and creativity which flourished. But we cannot flinch from the horror of that terrible last week, known as la semaine sanglante, where at least 30,000 people were slaughtered by a government determined to crush not just the physical presence of this social revolution, but also its spirit. The preparedness of the ruling class to inflict such violence should be burned into the consciousness of every anti-capitalist activist. Any movement with a vision of a new society must confront the vexed question of how to win in the face of such barbarism.

The Commune established a more thoroughly democratic society than capitalism has ever seen before or since. The reforms introduced were far in advance of anything the capitalists had ever sanctioned, some of which still have not been won in many countries. The 150th anniversary of this marvellous event is a good time to revisit the inspiring first steps of the revolutionary workers’ movement, and draw the lessons that can be learnt from its successes and ultimate defeat.

The uprising

It all began as the sun rose over the radical working-class arrondissements5 of Montmartre and Belleville on 18 March 1871. Soldiers began seizing nearly 250 cannon deliberately placed in these working-class areas by the National Guard, a popular Parisian militia. The soldiers had been sent there by the head of the new republican government, Adolphe Thiers. Among other things, Thiers was widely despised for his role in the brutal suppression of workers’ rebellions in 1848.

But contrary to Thiers’ expectation of a swift exercise, the affair spun out of control. The incompetent army had forgotten to bring horses to drag the cannon, which gave the Guardsmen time to fraternise with soldiers. Expecting a treasonous crowd, the soldiers began turning their rifles up as the streets rang with declarations of Vive la République!

The London Times correspondent describes the scene as women came out to buy bread and prepare for the day: “Small savage groups of blouses [were] making cynical remarks upon everybody’s cowardice… ‘If they had only left them to us to guard they would not have been captured so easily’.” This militancy and self-assurance of the working women of Paris, convinced that they could fight better than the men, will reverberate through the whole revolution. Our witness, moving along to the suburb of Belleville, recorded soldiers and Guardsmen finding they had much in common. Let’s pause to witness a typical scene:

There was something intensely exciting in the scene. The uncertainty for a moment whether the men were meeting as friends or enemies, the wild enthusiasm of the shouts of fraternization, the waving of the upturned musket, the bold reckless women laughing and exciting the men against their officers, all combined to produce a sensation of perplexity not unmingled with alarm at the strange and unexpected turn things were taking.6

Fraternisation, courageous defiance by the masses of Paris and mutiny were the hallmark of the day. When troops blocked the entrance to the church of Saint-Pierre to stop anyone ringing the tocsin in order to alert the National Guard and citizens to the danger, workers got into other churches, climbing into the steeples. The tolling of the tocsins brought increasing numbers crowding into the streets.7

The correspondent described these areas as “rugged open spaces where the lawless crowds of these parts love to hold their meetings and park their cannon”. Belleville, side by side with Montmartre on the right bank, is described as “[t]he most solidly working-class district in all of Paris, and the most revolutionary”.8 These cannon were regarded as their cannon, financed by workers’ subscriptions to the National Guard since the revolution of 1848. And they were the only means of defence against the Prussian army shelling the city since Thiers had moved his troops to Versailles. When the Times correspondent queried a National Guardsman about possible fighting, he was rebuked: “Sacrebleu, do you suppose we are going to allow these Canaille to take our cannon without firing a shot?”9 After all, the National Guard had deliberately positioned their cannon to defend these key suburbs.

Hostile crowds quickly gathered to block the soldiers trying to move the cannon. Eyewitness accounts all draw our attention to the large numbers of women and children. Louise Michel, one of the most flamboyant and radical figures of the Commune, later recalled the events at Montmartre:

Montmartre was waking up; the drum was beating. I went with others to launch what amounted to an assault on the hilltop. The sun was rising and we heard the alarm bell. Our ascent was at the speed of a charge, and we knew that at the top was an army poised for battle. We expected to die for liberty.

It was as if we were risen from the dead. Yes, Paris was rising from the dead. Crowds like this are sometimes the vanguard of the ocean of humanity… But it was not death that awaited us… No, it was the surprise of a popular victory.

Between us and the army were women who threw themselves on the cannons and on the machine guns while the soldiers stood immobile.10

General Lecomte three times ordered the soldiers to fire on the crowd. “A woman challenged the soldiers: ‘Are you going to fire on us? On our brothers? On our husbands? On our children?’” Lecomte threatened to shoot any soldier who refused to do just that. As they hesitated, he demanded to know if they “were going to surrender to that scum”. Michel recalled:

[A] non-commissioned officer came out from the ranks and…called out in a voice louder than Lecomte’s. “Turn your guns around and put your rifle butts up in the air!” The soldiers obeyed. It was Verdaguerre who, for this action, was shot by Versailles some months later. But the revolution was made.11

Later, Lecomte and another General, Clément Thomas, were taken prisoner before being shot. This incident would become the centre of controversy for years to come, trotted out by enemies of the Communards to demonstrate their barbarism. Of course, the two men’s role in perpetrating mass violence to crush the revolution of 1848 and Lecomte’s repeated orders to kill women and children are rarely mentioned.

Hostile witnesses viewed events through the jaundiced eyes of those accustomed to wielding unchallenged authority, but the narrative is the same. A Versailles army officer recorded that where he was in charge they were

stopped by a crowd of several hundred local inhabitants, principally children and women. The infantry detachment which was there to escort the cannon completely forgot their duty and dispersed into the crowd, succumbing to its perfidious seductions, and ending by turning up their rifle butts.12

A proclamation by Thiers was posted around the city: the taking of the cannon was “indispensable to the maintenance of order”, the intention of the government was to rid the city of the “insurrectionary committee” propagating “communist” doctrines, threatening Paris with pillage. This slur that the rebels wanted to destroy Paris, issued by the reactionary who had abandoned Paris to be shelled and occupied by the Prussians, was the source of even more determined resistance.

Once the horses arrived, some soldiers succeeded in beginning to move some of the cannon in Belleville. Guardsmen and residents responded by building barricades to physically prevent their removal. The crowd swelled, transforming itself from a mass of spectators to increasingly angry and active participants. One observer wrote that they saw

women and children swarming up the hillside in a compact mass; the artillery tried in vain to fight their way through the crowd, but the waves of people engulfed everything, surging over the cannon-mounts, over the ammunition wagons, under the wheels, under the horses’ feet, paralysing the advance of the riders who spurred on their mounts in vain. The horses reared and lunged forward, their sudden movement clearing the crowd, but the space was filled at once by a back-wash created by the surging multitude.

In response to a call by a National Guardsman, women cut through the horses’ harnesses. The soldiers began dismounting, accepting the offers of food and wine from the women. As they broke ranks they became “the object of frenetic ovations”.13

Some time later the Times correspondent returned to Montmartre and visited the barricade, the first stone of which he had seen laid. It had now

grown to considerable dimensions by reason of the rule which is enforced that every passer must place a stone, a pile of which is placed for the purpose on each side of the street… New barricades were springing up in every direction… It was now midday, and the whole affair wore a most strange and incomprehensible aspect to one not brought up to making barricades… Instead of a government blocking every street as was the case in the morning, a hostile cannon was now looking down every street.14

The barricades would develop their own centres of activity, drama and tragedy which would become a focus for historians. Eric Hazan, in his book The Invention of Paris, a History in Footsteps, includes a history of barricades and their “theatrical role” with reference to the Commune’s use of them.15

Cordons of soldiers had been replaced by National Guards supervising barricade-building. The streets, so quiet first thing in the morning, were now “swarming with [Guardsmen], drums were beating, bugles blowing, and all the din of victory”.16

By midday, General Vinoy, assigned to capture the cannon, was fleeing Paris. A Commune sympathiser wrote in his diary:

Legally we had no more government; no police force or policemen; no magistrate or trials; no top officials or prefects; the landlords had run away in a panic abandoning their buildings to the tenants, no soldiers or generals; no letters or telegrams; no customs officials, tax collectors or teachers. No more Academy or Institute: the great professors, doctors and surgeons had left… Paris, immense Paris was abandoned to the “orgies of the vile multitude”.17

How to explain this seemingly spontaneous mass mobilisation over a few hundred cannon? Paris had been under siege by the Prussians since 19 September 1870 and shelled relentlessly since 5 January. Anger with Thiers was intense. He had gone to war with Germany the previous July for the glory of the French empire. Confronted with defeat by Bismarck’s army, he baulked at the idea of arming the population of Paris. And the bourgeoisie refused to support any defence of Paris while the National Guard, with its working-class membership, remained in control of armaments. It was clear that to win the war with Bismarck, all cities, especially Paris, needed to be mobilised under arms. But the history of France since the revolution of 1789 had been one of recurring social upheavals which terrified the bourgeoisie. An army general later summed up the problem: “the diplomacy of the government and almost all of the defence revolved around one thing: the fear of revolt”.18 So Thiers had conspired with Prussia’s Bismarck to crush radical Paris as a condition of a treaty to end the war. Removing the cannon was part of that process.

“Paris armed is the revolution armed”, remarks Marx. And so Thiers, “by surrendering to Prussia not only Paris, but all France…initiated the civil war they were now to wage, with the assistance of Prussia, against the republic and Paris”.19

Attempting to seize the cannon was in reality simply the trigger which unleashed a well of bitterness fed by poverty and squalor in the overcrowded working-class districts. The restructuring of Paris by Georges-Eugène Haussmann,20 appointed by Louis Napoléon Bonaparte, who ruled from his coup d’état in 1852 until September 1870, had been devastating. New, wide boulevards cut swathes through workers’ districts, destroying 100,000 apartments in 20,000 buildings. This displaced thousands from central Paris, with the poor crowding into Montmartre and Belleville. In the midst of a booming economy, it is estimated that a majority of the working class required government assistance.21 Alongside growing misery, the wealthy enjoyed glitzy arcades packed with elegant stores and cafés within walking distance of their magnificent private residences. As Merriman says, “the bourgeoisie’s day had truly arrived”.22 The rebuilding of Paris, which was meant to stave off social unrest, had instead stoked it for decades.

The victorious movement of March 1871 had brought to life what became known as the Paris Commune. Its task was now to reorganise life in the city, based on principles of justice, equality and freedom from tyranny.

The Commune – a new power

As we follow events over the next 72 days we will witness truly awe-inspiring achievements. Innovative democratic institutions were established. And the experience of taking control over their society inspired mass involvement in debates about all aspects of their lives. They replaced the state with one under their control. They vigorously attempted radical reforms in the family, the conditions of women, in the workplace, and education, well ahead of the times, as they debated the role of science, religion and the arts in society.

Edmond de Goncourt – co-founder of the naturalist school of literature in France and whose will established the Goncourt Academy which annually awards the prestigious French literary prize – left this testimony to the Commune’s proletarian character:

The triumphant revolution seems to be taking possession of Paris…barricades are being put up everywhere, naughty children scramble on top of them… You are overcome with disgust to see their stupid and abject faces, which triumph and drunkenness have imbued with a kind of radiant swinishness…for the moment France and Paris are under the control of workmen… How long will it last?… The unbelievable rules…the cohorts of Belleville throng our conquered boulevard.

He is disgusted by their “mocking astonishment” at their achievement, noting that they wear their shoes without socks! He admits that the “government is leaving the hands of those who have, to go into the hands of those who have not”.23

By midday on 18 March, the population had established a situation of dual power: radical Paris in a standoff with the government in Versailles. On one side was Adolph Thiers, a reactionary through and through. His government, elected as recently as February, had already fled to the decadent safety of Versailles, accompanied by the army and a stream of bourgeois and respectable middle-class figures. Now it operated from the Grand Château of the Bourbon monarchy in Versailles, the reactionary centre of the centuries-old alliance between the Catholic church and the Bourbons. Thiers, determined to crush the Commune, would be backed by all of respectable opinion, both in France and across Europe.

On the other side of the barricades, workers created the most democratic institutions known to humanity at that time. Marx would write of their achievements: “[t]he great social measure of the Commune was its own working existence. Its special measures could but betoken the tendency of a government of the people by the people”.24 Such a state of affairs was a direct threat to the repressive rule of Thiers, the monarchy and the church.

Whenever the oppressed rise up and fight for their rights, a sense of revelry inevitably follows. This is what inspires sympathetic witnesses of revolutions to describe such moments as festivals of the oppressed. Paris in 1871 was no different. Even bitter enemies of the Commune could not but convey the joyous atmosphere in the wake of the victory of 18 March. One recorded the experience of standing in front of the Hôtel de Ville, the Paris town hall now occupied by the Communards, while the names of those elected to form a Commune Committee were read out:

I write these lines still full of emotion… One hundred thousand perhaps, where did they come from? From every corner of the city. Armed men spilled out of every nearby street, and the sharp points of the bayonets, glittering in the sun, made the place seem like a field of lightning. The music playing was the Marseillaise, a song taken up in fifty thousand resolute voices: this thunder shook all the people, and the great song, out of fashion from defeats, recovered for a moment its former energy.

…An immense sea of banners, bayonets, and caps, surging forward, drifting back, undulating, breaking against the stage. The cannons still thundered, but they were heard only in intervals between the singing. Then all the sounds merged into a single cheer, the universal voice of the countless multitude, and all these people had but one heart just as they had but one voice.25

The elected Commune Committee was entrusted with the momentous responsibility of defending the city against Versailles, organising food supplies, care for the wounded; indeed, of reorganising the entire life of the city.

The state

The old state power had been demolished, a significant move Marx emphasised:

[F]or the first time since the days of February 1848, the streets of Paris were safe, and that without any police of any kind. “We,” said a member of the Commune, “hear no longer of assassination, theft, and personal assault; it seems indeed as if the police had dragged along with it to Versailles all its Conservative friends”.

To emphasise the significance of this, Marx puts it in a broader context:

The direct antithesis to the empire was the Commune. The cry of “social republic” [the popular slogan of the mass movement]…did but express a vague aspiration after a republic that was not only to supersede the monarchical form of class rule, but class rule itself. The Commune was the positive form of that republic.

Paris, the central seat of the old governmental power, and, at the same time, the social stronghold of the French working class, had risen in arms against the attempt of Thiers…to restore and perpetuate that old governmental power bequeathed to them by the empire. Paris could resist only because, in consequence of the siege, it had got rid of the army, and replaced it by a National Guard, the bulk of which consisted of working men. This fact was now to be transformed into an institution. The first decree of the Commune, therefore, was the suppression of the standing army, and the substitution for it of the armed people.26

This revolutionary move was the basis on which the new democracy that Marx celebrates could be built.

The majority of [the Commune Committee’s] members were naturally working men, or acknowledged representatives of the working class. The Commune was to be a working, not a parliamentary body, executive and legislative at the same time. The Commune was formed of the municipal councillors, chosen by universal suffrage in the various wards of the town, responsible and revocable at short terms.

This was a key point Marx emphasised: how elected delegates and government officials can be made accountable. But not just elected delegates. “Like the rest of public servants, magistrates and judges were to be elective, responsible, and revocable.”27

Work

Marx concluded that these innovative democratic structures were “the political form at last discovered under which to work out the economical emancipation of labour” and explained:

The political rule of the producer cannot co-exist with the perpetuation of his social slavery. The Commune was therefore to serve as a lever for uprooting the economical foundation upon which rests the existence of classes, and therefore of class rule. With labour emancipated…productive labour ceases to be a class attribute.28

The Commune Committee was not just left to get on with decreeing reforms while everything went back to the old normal. Historians have documented the incredible flowering of organisation, debate and social experimentation that took place, adding a tapestry of rich detail which illuminates Marx’s theoretical generalisations. Many of the organisations and their proposals were based on demands which had been discussed by socialists and worker militants for decades. The difference now was that they were not just topics for debate and protest. Now they became the expression of the poor and oppressed as they began to take control of their lives.

The Committee set up a range of Commissions to deal with specific areas. The Jewish-Hungarian worker, Léo Frankel, a member of the International and collaborator of Marx, was appointed minister of labour to deal with workers’ rights and working conditions. Night work by bakers was abolished; employers were banned from reducing wages by levying their employees with fines under any pretext, “a process in which the employer combines in his own person the parts of legislator, judge, and executor, and filches the money to boot”.29

Some issues were complicated due to conflicting priorities. Military supplies were obviously of paramount importance. But the Commune’s purchase of the cheapest equipment did not sit easily beside workers’ demands for decent wages. The commissioner for finance, Proudhonist François Jourde, baulked at rewriting contracts with employers, hardly surprising given the Proudhonists supported private property. But as Frankel pointed out, “the revolution was made exclusively by the working class. I don’t see what the point of the Commune is if we…do nothing for that class”. In response to the workers themselves, new contracts specifying a satisfactory minimum wage were agreed. The employers were not consulted.

An additional clause decreed by the Labour Commission stated that where possible contracts be awarded “directly to the workers’ own corporations”. Workers’ corporations can be understood here to refer to co-operatives, associations and trade unions. They were strongly backed by Frankel’s Commission as a vehicle for socialism. The Commission also decreed that the enterprises of any employers who fled to Versailles were to be taken over by its workers.30

Another of Marx’s collaborators in the International played a key role in influencing the Labour Commission.31 The Russian socialist Elisabeth Dmitrieff was central to establishing the Union des Femmes, or Women’s Union. It was the women’s section of the First International. A mariage blanc32 had provided Dmitrieff with an escape route out of Russia. She had spent the last three months in London, where she met with Marx almost daily, discussing theories of revolution. Prior to that she had joined the International in Geneva, where she had met the future Communards Eugène Varlin and Benoît Malon. According to historian Kristin Ross, the Union des Femmes became the largest and most effective organisation in the Commune.33 It met daily in almost every one of the twenty arrondissements. The membership was dominated by workers in the garment trades: seamstresses, laundresses, dressmakers and so on.34

The Union des Femmes’ discussions included theoretical questions about ending private property and the issues of gender-based inequality, as well as solving the day to day struggle to provide fuel and food to families. At the same time they participated in the defence of the Commune, maintenance of barricades, tending to the sick and wounded. Ross sums up: “In some ways, the Women’s Union can be seen as the practical response to many of the questions and problems regarding women’s labour that had been the discussion topic [for years]”.35

Another historian, Donny Gluckstein, argues: “[t]he Labour Commission’s work was shaped by, and depended absolutely on, the Women’s Union and the trade unions’ workers’ corporations, which in turn were empowered by the commission.”36 Spelling out their mission, the Union des Femmes declared: “We want work, but in order to keep the product. No more exploiters, no more masters. Work and well-being for all”. At their urging, the Commune set up cooperatives to make Guardsmen’s uniforms, which provided well-paid work under the women workers’ control.37

While women suffered special oppression, their working lives were also shaped by the broader conditions facing the working class. They made remarkable moves in the direction towards workers’ control, in spite of limited time and conditions of war: “There were a dozen confiscated workshops, above all those linked to military defence… Five corporations had begun searching out the available workshops, ready for their confiscation”. And state-owned establishments such as the mint and the national print shop were put under workers’ management. Even the café workers, given these leads, began to set up a trade union.38

The radical clubs

The tradition of radical political clubs, inspired by the 1789-92 revolution and revived in 1848, had emerged from the underground in the year leading up to the Commune. They discussed a wide range of issues: political strategy, which reforms to prioritise, women’s rights, attitudes to the church and science, how to better organise defence and strengthen the barricades and more. Previously these issues were confined to radical circles, but now the clubs attracted a wider audience and enthusiastic support for their proposals. Workers were the great majority of participants, but middle-class radicals also joined in. Between 36 and 50 clubs met daily, mostly in the working-class districts. Some were huge, involving thousands, with women playing a prominent role both in their own clubs and in mixed ones with men.39 Many discussions resulted in sending resolutions to the Commune Committee, and there was an ongoing debate regarding its relationship to the clubs.

An anti-Communard gave a sense of the spirit which made the clubs such a vibrant part of the new democracy:

From Rue Druout right up to the Montmartre district the boulevards had become a permanent public meeting or club where the crowd, divided into groups, had filled not only the pavements but also the road to the point of blocking…traffic. They formed a myriad of public assemblies where war and peace were hotly debated.40

Élie Reclus, an ethnographer given responsibility for the management and preservation of the Bibliothèque Nationale, called them “schools for the people”, where constructive debate flourished and a heightened sense of community was created. Ross describes the clubs as “a quasi-Brechtian merging of pedagogy and entertainment”.41

A week after the declaration of the elected Commune Committee, on the initiative of the club in the third arrondissement that was endorsed by the Commune Committee, churches across the city were commandeered as meeting places and organising centres. These venues, unlike street meetings, created a sense of seriousness and permanence in the clubs, even of high drama. Lissagaray, member of the International and author of one of the first books published about the Commune, penned a colourful description of one such meeting:

The Revolution mounts the pulpits…almost hidden by the shadow of the vaults, hangs the figure of Christ draped in the popular oriflamme. The only luminous centre is the reading desk, facing the pulpit, hung with red. The organ and the people chant the Marseillaise. The orator, over-excited by these fantastic surroundings, launches forth into ecstatic declamations which the echo repeats like a menace. The people discuss the events of the day, the means of defence; the members of the Commune are severely censured, and vigorous resolutions are voted to be presented to the Hôtel de Ville the next day.42

It is wonderful to imagine such revolutionary proceedings taking place beneath soaring ceilings and beautiful stained glass windows. Occupying these odes to privilege and power was a constant reminder of the momentous challenge the Commune had thrown down before the bourgeoisie, the monarchy and their ally, the church.

Separating church and state

Marx noted that once the state force was dismantled, the Commune

was anxious to break the spiritual force of repression…by the disestablishment and disendowment of all churches as proprietary bodies… The whole of the educational institutions were opened to the people gratuitously, and at the same time cleared of all interference of church and state. Thus, not only was education made accessible to all, but science itself freed from the fetters which class prejudice and governmental force had imposed upon it.43

Anti-church sentiment was not just the preserve of small numbers of radicals. The Catholic church had thrown its wealth and power behind Bonaparte’s dictatorship, never concealing its bitter hostility to republicanism. So the growing opposition to Bonaparte was organically anti-clerical, among both middle-class radicals and the urban poor. In the large cities, attendance at religious ceremonies had sharply declined before the revolution, especially among workers. It’s not difficult to see why. The church taught that the poor would be rewarded for their suffering by passing from this vale of tears to the glories of heaven. But to enter that heaven you had to silently endure endless misery. As well, the church, in this time of the Enlightenment and a rapidly changing world, was seen as a bastion of ignorance, summed up by the Syllabus of Errors in 1864 which denounced modern society.44 As Merriman writes: “[t]he church’s close association with people of means had long drawn popular ire; the birth of the Commune merely unleashed it”.45

State laws were strongly influenced by the church’s teachings about the family, women’s role and morality. So the programs for reforms raised in the clubs around such issues were more often than not entwined with anti-religious bitterness.

There were no bounds to the irreverence displayed once the churches were commandeered. Mock masses, holy water replaced with a pile of tobacco, statues of the Virgin Mary dressed in the uniform of women supplying provisions to the National Guard, sometimes with a pipe in her mouth. At the same time the Communards in many cases allowed ceremonies for the devout to go ahead in the mornings before the clubs met. As such the meetings would often take place amidst flowers, crucifixes and other religious paraphernalia left behind from morning mass and other religious events.

Church properties provided much needed venues, a practical issue which just happened to intersect with the anti-church sentiment. Notre-Dame-de-Lorette became a barracks at one stage, then a jail for those arrested for refusing to fight. The Women’s Union’s cooperative was housed in Saint-Pierre in Montmartre, also used as a storage place for munitions and a school for girls. Another became a medical facility.46 In a reversal of the old order, speakers in the clubs insisted that the clergy pay rent to the Commune for use of ecclesiastical spaces for “their comedies”. Proceeds were to go to the widows and orphans of the fighting. The club of Faubourg Saint-Antoine suggested that church bells be melted to make cannon.47

The hostility to the church is a theme in many records of the time. For instance, when the archbishop, who had been arrested, called the head of police and court officials “my children”, the sharp response was: “We are not children – we are the magistrates of the people!” Merriman cites a document in which the archbishop is described as “Prisoner A who says he is a servant of somebody called God”.48

While one third of all students attended religious schools, the church exercised a virtual monopoly over the education of girls, a fact directly related to the lower rates of literacy among women.49 In general, religious education was backward and stifling. A commission headed by a range of artists, teachers and songwriters instigated closing down the church schools and removing religious symbols.50 Where necessary, crowds took direct action to shut schools taught by religious figures, who had never been required to have the qualifications demanded of regular teachers. Many of them resigned, asking for lay teachers to replace them. By May religious teaching was banned in all schools.

Education

Members of the First International were prominent in debating and proposing innovations on a number of intersecting questions around education. The official journal of the Commune records that they were active in organising public educational meetings and reorganising education “on the largest of possible bases”. Ross puts well how central was the issue:

A lived experience of “equality in action”, the Commune was primarily a set of dismantling acts directed at the state bureaucracy and performed by ordinary men and women. Many of these dismantling acts were focused, not surprisingly, on that central bureaucracy: the schools.51

Discussions about education went well beyond secularisation. A third of children had no access to education at all, and the Commune would try to implement compulsory and equal education for both boys and girls. Teachers’ wages were raised, with women and men on equal pay. A school of industrial arts was established with a woman as director. Students would receive scientific and literary instruction, then use some of the day for the application of art and drawing to industry. One of the most enthusiastic supporters of the polytechnic schools was Eugène Pottier, member of the International and a supporter of the utopian socialist Charles Fourier’s concept of “attractive work”. A son of a box-maker, Pottier was a fabric designer and a poet. Unlike today, theoretical and practical debates about education were not carried out in the rarefied circles of academia, but in the clubs around the city. Declarations reflecting those debates were printed as posters and pasted on walls in the streets. One which bore Pottier’s name read in part:

That each child of either sex, having completed the cycle of primary studies, may leave school possessing the serious elements of one or two manual professions: this is our goal…the last word in human progress is entirely summed up by the simple phrase: Work by everyone, for everyone.52

“Secular nurseries” were also set up near workplaces employing women. They were guided by principles laid down by the utopian socialist Charles Fourier: caregivers were not to wear black or dark-coloured clothing, and were rotated to avoid boredom or tiredness setting in, “it being important that children should be looked after only by cheerful and young women, whenever possible”. Religious representations were replaced with pictures and sculptures of real objects such as animals and trees, including aviaries full of birds. Boredom was thought to be “the greatest malady” of children.53 We get a glimpse of some of what those children were taught in this anecdote from a gentleman who witnessed a “band” of 200 “toddlers” marching behind a drum and a small red flag. “They sing at the top of their lungs ‘La Marseillaise’. This grotesque parade celebrated the opening of a lay school organised by the Commune.”54

Marx’s collaborator, Benoît Malon, helped set up an asylum for orphans and runaways, where they could be offered basic instruction. Paule Mincke opened one of the first schools for girls. They requisitioned a Jesuit school, because it was endowed with the most advanced equipment and laboratories. Édouard Vaillant set up a professional school of industrial art for girls, occupying the École des Beaux Arts. This school introduced a new approach to teaching. Any skilled worker over the age of 40 could apply to become a professor.55

The emphasis on science as fundamental to the advance of society was a powerful theme. A young scientist from the US, Mary Putnam Jacobi, happened to be in Paris. Her experience in that spring “led to a political awakening” and inspired her to spend the next three decades campaigning against sexist assumptions about women’s biology. She became a powerful advocate for the equal contribution of women to medicine and developed the philosophy that the advance of science and the advance of women were one and the same objective. She depathologised menstruation by disproving the then widely held notion that rest was necessary in order to prevent infertility, one of the reactionary ideas of the Proudhonists.

Women’s rights and the family

Marx mocks “the absconding men of family, religion, and, above all, of property”, and writes:

In their stead, the real women of Paris showed again at the surface – heroic, noble, and devoted, like the women of antiquity. Working, thinking, fighting, bleeding Paris – almost forgetful, in its incubation of a new society, of the Cannibals at its gates – radiant in the enthusiasm of its historic initiative!56

As already discussed, women were involved in pushing many of the Commune’s most radical proposals. This is not surprising. Women – due to the specific nature of their oppression – can be the bearers of more conservative ideas in stable times, especially when trapped in the home. But when they challenge their chains of oppression, they often become the most dynamic element of mass movements, with less to lose and more to gain from a fundamental transformation of the status quo.

The Commune immediately made farsighted and fundamental improvements to women’s lives. The remission of rents and the ban on sales of goods deposited at the pawn shops lifted a huge burden from workers’ families. A decree on 10 April granted wives – legal or defacto – of Guardsmen who were killed defending the Commune a pension of 600 francs. Each of her children, legitimate or not, could collect 365 francs until they turned 18. And orphans would receive the education necessary “to make their own way in society”.57 As Edith Thomas, in her social history of women in the Commune, remarks: “This was an implicit recognition of the structure of the working-class family, as it really existed, outside the context of religious and bourgeois laws”. Unions libres were common among workers but not recognised by the church or the state, denying women their dignity, to say nothing of economic discrimination given that unmarried women were not eligible for any widow’s allowance. And “[i]n a city where about a quarter of all couples were unmarried, the church, which normally charged 2 francs to register a birth, demanded 7.50 francs [about two days’ wages for many] for an ‘illegitimate’ child”.58

Thomas comments that the widows’ pension was “one of the most revolutionary steps of its brief reign. That this measure outraged the bourgeoisie, and that it was received with jubilation by members of the Commune are indications of its significance”. 59

But women weren’t passive recipients of reforms. It was mostly women who dragged the guillotine into Rue Voltaire and burned it on 10 April. Women were some of the most militant in both women’s and mixed clubs. They were particularly strident in their denunciation of marriage. In a club in Les Halles, a militant woman warned that marriage “is the greatest error of ancient humanity. To be married is to be a slave. In the club of Saint-Ambroise a woman declared that she would not permit her sixteen-year-old daughter to marry, that she was perfectly happy living with a man “without the blessing of the Church”.60 At least one other club also voted in favour of divorce, a policy which was implemented by the Commune Committee. These kinds of discussions in the clubs were the catalyst for the kinds of reforms we have seen. They didn’t just come from the Commune Committee on high. And marriage ceased to be a formal contract, it was simply a written agreement between couples, easily dissolved.61

Michel’s Club de la Révolution, along with others, raised the right to abortion, which was endorsed by the Committee. At the Club of the Free Thinkers Nathalie Lemel – a book binder, and member of Marx’s group in the International who worked with that other comrade of Marx, Elisabeth Dmitrieff and her Union des Femmes – along with Lodoyska Kawecka, who dressed in trousers and wore two revolvers hanging from her sash, argued for divorce and the liberation of women.62

Many of the ideas about women’s liberation, just as those about education, did not originate in the Commune. Marx’s grouping in the International, along with feminists such as André Léo, had created a tradition of support for these attitudes among the most militant workers and socialists. But the revolutionary movement opened up a whole new opportunity for their ideas to win popular support.

The role of art

The anti-capitalist, anti-elitist orientation of the International naturally attracted artists, writers and other intelligentsia whose dependence on patronage and state subsidies curtailed their artistic and political expression.

Eugène Pottier has become famous for his authorship of The Internationale, a song imbued with all the internationalism and irreverence of the Commune. Before that he also wrote the founding manifesto of the Artists’ Federation in which he penned the term “Communal luxury”, adopted by Kristin Ross as the title of her book.63 The founder and president of the Federation was Gustave Courbet, later persecuted because he was accused of ordering the demolition of the Vendôme column.64 The Federation held debates about the role of art and the artist in society, the integration of art into everyday life and how to overcome the counterposition between beauty and utility. It attracted well-known artists such as Corot, Manet and Daumier, who scorned those who fled Paris for Versailles such as Cézanne, Pissarro and Degas. Émile Zola, who associated with the reactionaries in Versailles, disgraced himself with mocking attacks on Courbet for his participation in politics, a sphere considered foreign to artists.65

The Federation refused to deal with any artistic creations which were not signed by their creator. This was a response to the previous practice of artists having to sell their works unsigned so that a dealer could pocket the profits. The personal history of Napoléon Gaillard, another member of the International, demonstrates their theories. A shoemaker, Gaillard was appointed commissioner for barricades. But how to sign a creation as immense as a barricade? An enemy of the Commune explained how Gaillard solved this problem:

[He] appeared so proud of his creation that on the morning of May 20, we saw him in full commandant’s uniform, four gold braids on the sleeve and cap, red lapels on his tunic, great riding boots, long, flowing hair, a steady gaze…and with his hand on his hip, had himself photographed.66

In harmony with the theories developed in the Federation, Gaillard would write philosophical treatises on the foot and the boot, and invent rubber galoshes. There were people who would not wear any other shoe than those he designed, years after his death. From exile he wrote “[t]he Art of the Shoe is, no matter what one says, of all the arts the most difficult, the most useful, and above all the least understood”. He insisted that he be known as both a worker and an “artist shoemaker”. His stance and writings summed up the Artists’ Federation’s arguments for overcoming the counterposition of the useful to the beautiful, calling for the public to demand shoes made for the foot as it is, rather than as it is assumed it should be.67

The attempt to overcome the separation of art from industry and life in general became a subject of much debate and experimentation, strongly influencing the British socialist novelist and fabric designer William Morris.

The Commune’s internationalism

Marx and Engels had argued in The German Ideology decades earlier that workers could only become fit to create a new society through struggle against the old. Paris in March 1871 illustrated their point dramatically. France had been at war with Prussia since July 1870, yet the Commune was determinedly internationalist in spirit: “Within sight of that Prussian army, that had annexed to Germany two French provinces, the Commune annexed to France the working people all over the world”. A Jewish-Hungarian worker was appointed to the key position of minister of labour. They “honoured the heroic sons of Poland [J Dabrowski and W Wróblewski] by placing them at the head of the defenders of Paris”. And “to broadly mark the new era of history it was conscious of initiating, under the eyes of the conquering Prussians on one side, and the Bonapartist army…on the other, the Commune pulled down that colossal symbol of martial glory, the Vendôme Column”.68

This was not just a militant, spur of the moment act. Great thought and planning went into the removal of the statue that was on top of the column. There is a photograph of a pile of rubble in the Place Vendôme, all that remains of Bonaparte’s statue, surrounded by undamaged buildings: the Communards had employed their most skilled engineers and workers to bring it down. Indeed, their original goal was to move the monument to a museum, but it proved too fragile to survive the toppling. The Place Vendôme was renamed Place Internationale.69

Like many of the reforms being proposed, the ideas of internationalism had been developing among radical workers before March 1871. Lissagaray outlines the development of a combative working class, independent of the increasingly conservative liberal bourgeoisie. In 1870, as rumours circulated about the coming war with Prussia:

[T]he revolutionary socialists crowd the boulevards crying, Vive la paix! And singing the pacific refrain – “The people are our brothers/And the tyrants are our enemies”… Unable to influence the bourgeoisie, they turn to the working men of Germany… “Brothers, we protest against the war, we who wish for peace, labour and liberty. Brothers, do not listen to the hirelings who seek to deceive you as to the real wishes of France”.70

The Commune’s embrace of foreign militants in their midst and the demolition of the symbol of imperial might demonstrated that their internationalism was more than rhetorical.

Reorganising society democratically

Contemporary observers, both hostile and sympathetic, commented that the Commune’s elected leaders were unknown. That was not as true as it might seem; many of them had already made their name in debates in the popular clubs. To respectable society, then as now, such mass leaders were invisible. The other comment which recurs throughout the observations then and through all the histories is their inexperience. And how could it be otherwise? As Marx stresses, this was the first time workers had been sufficiently formed as a class to lead a movement for change. So even experienced activists were tackling new questions.

Donny Gluckstein looks at the way the democracy worked in some detail. He correctly puts it in the context of having to defend the Commune against Versailles with its trained army against the much smaller numbers of the rag-tag forces of the National Guard. Prisoners of war were released by Bismarck to help crush Paris. They were bombarded with lies and horror stories about the intentions of the Parisians, whipped into a frenzy of hatred that would be unleashed in the last week of May. But that murderous final stanza was merely the conclusion of growing bombardments and incursions into Paris by the army. These attacks killed scores of Guardsmen, with many others arrested.

Given these conditions, the humanitarian principles the Commune sought to live by often conflicted with the need for defence. For instance, the abolition of the death penalty distanced the idea of revolution from such cruelty. But in the face of massacres and hostages disappearing into the Versailles jails, it was reinstated. Only three were ever executed, but as we subsequently saw following the October Revolution in Russia, there is an unavoidable tension between honourable long-term goals and the immediate question of survival.

Gluckstein shows how the Commune Committee – headquartered in the Hôtel de Ville – related to the network of committees in the arrondissements, the clubs, and myriad other organisations which flourished. He argues that “the main living link between the mass movement and the Communal Council was the clubs”. 71

We cannot understand how democracy functioned in the Commune without grasping the vibrant life of those clubs. They argued for the creation of a stronger leadership in the form of a Committee of Public Safety, which provoked widespread debates. The name invoked the terror of the Great Revolution, which contradicted the image of remaining lawful and pacific which the leaders at the Hôtel de Ville had insisted on. Some women formed their own vigilance committees in spite of reluctance from the Commune Committee. The club Saint-Séverin, possibly where supporters of the International had some sway, asked the Commune to “finish off the bourgeoisie in one blow [and] take over the Banque de France”, a point Marx had made on multiple occasions.

A meeting of 3,000 at Louise Michel’s Club de la Révolution on 13 May, just a week before the final bloody week, unanimously called for the abolition of magistrates, the immediate arrest of priests and the execution of a hostage every 24 hours until the release of political prisoners by Versailles.72 These are the demands of some of the most radical Communards, which shows both the level of debate and how arguments made by organised militants could get a mass audience. This was partly helped by the indecision in the Hôtel de Ville, which inflamed popular impatience.

Clubs insisted they should oversee the actions of the Commune Committee. Eleven of them formed a federation to produce a bulletin, some summoned the Council members to attend their meetings so there was more of an exchange of views. These chaotic events reflected both the dynamism which had been unleashed, but also much confusion about how to win against the increasingly threatening Versailles troops. Gluckstein concludes that it was the “sections” which included organisations such as the Union des Femmes that most effectively worked with the Hôtel de Ville, establishing a “strong and reciprocal” relationship: “In education, for example, much of the momentum came not from the Commune’s commission but from the pre-existing bodies of educators”. And we have already seen the reciprocal role of the Union des Femmes in relation to the Commission of Labour and the Commune Committee.73

This issue of how the clubs pressured the Commune Committee, took initiatives and demanded that the Committee inform them of their decisions is important in understanding the role of women in the revolutionary process. Judy Cox correctly challenges Gay Gullickson who, like most historians, downplays the advances for women because they weren’t members of the elected Commune Committee. This is doubly mistaken. Firstly, like many feminists, Gullickson assumes that men can’t represent women’s interests. But support for women’s rights is not simply a question of gender, but of politics. As Cox points out, “The Marxist wing of the First International was the only political organisation in France which supported the female franchise. At least four socialist male members of the Commune – Eugène Varlin, Benoît Malon, Édouard Vaillant and Leó Frankel – took initiatives that promoted women’s equality in their areas of responsibility”.74

But it was not simply a matter of principled men standing up against oppressionAs already indicated, women’s voices were loud and clear in the clubs, on the barricades and in every activity of the Commune. To modern supporters of women’s liberation, the fact that women weren’t granted the right to vote in the elections seems shocking. But there is no evidence that women demanded it. As Ross says:

The [Women’s] Union showed no trace of interest in parliamentary or rights-based demands. In this its members were, like Louise Michel, Paule Mincke and other women in the Commune, indifferent to the vote (a major goal in 1848) and to traditional forms of republican politics… Participation in public life, in other words, was for them in no way tied to the franchise.75

This is true, but the National Committee of the New Guard assumed, when they found themselves at the head of a successful insurrection, that they should operate legally. So the elections for which they got agreement from the mayors were held under the government’s existing law, which only allowed for male suffrage. We don’t know what the outcome would have been if prominent women had led a fight for female suffrage, but it is clear that many would have backed them.

Gullickson takes the positions of the right-wing Proudhonists – against whom Marx campaigned relentlessly – as evidence of a general chauvinist male culture which sidelined women. But even the left of the Proudhonists, such as Lefrançais, supported women’s rights. And in spite of her feminism, Gullickson does not respect the voice of André Léo,76 a prominent feminist from well before the Commune and editor of the magazine La Sociale. To bolster her case Gullickson quotes an account Léo published of New Guard officers and a physician who acted disrespectfully towards women volunteers. Yet Léo concluded that very article with: “we noticed the very different attitudes present. Without exception the [middle-class] officers and surgeons showed a lack of sympathy that varied from coldness to insults; but from the National Guards came respect and fraternity”. And, because she aired the grievance against the officers, Louis Rossel, the Commune’s war delegate, asked her for advice about involving more women in the military campaign.77

Of course not everyone was immediately convinced of the most radical points described here. The point is that women were challenging backward views, agitating for the reforms they needed, and the Commune endorsed their demands. The majority of Léo’s articles in La Sociale dealt with issues not specifically about women. But when she did, she emphasised the need and the potential for solidarity between the sexes. One of her articles was titled “Toutes avec Tous” (all women and men together).78

We can add a further point. Gullickson can’t recognise the immense advances that women made, and the tradition they left for the working class to learn from because she, like other liberal feminists, focuses on elected leaders. While what happens at that level is not irrelevant, socialists should focus on the changes taking place below the surface, where workers were busy establishing democratic structures, raising new ideas and taking incredible initiatives. In the tumultuous events that characterise any revolution, the democratic character of the process cannot be fully understood simply by analysing constitutions or formal structures. It is about the dynamic of that process, and the incipient tendencies that emerge spontaneously through the struggle which can be developed further by conscious political intervention.

Much of the retrospective critiques of the Commune identify their failure to seize the wealth stored in the National Bank as a key mistake. Yet this itself was partly a product of the rigorous democracy that was the norm throughout the Commune. Raoul Rigault, a Blanquist and member of the International, was in charge of the “ex-Prefecture of police”. He was a colourful figure with a history of political agitation and organising, dubbed the “professor of barricades” by a magistrate in one of his many trials.79 He ordered some guards to seize the Bank of France to nationalise the wealth stored there. But prone to the elitism typical of the Blanquists, he did not consult with the rest of the Communal Council, and so the proposal was blocked by the Proudhonists. One of them insisted that the bank “should be respected as private property belonging to the shareholders”! By the time the Communal Council considered Rigault’s instruction, the opportunity had been missed.80

Engels maintained that “[t]he bank in the hands of the Commune – this would have been worth more than 10,000 hostages”. It is debatable whether this would have pushed Versailles to settle for peace as Engels asserted, but it is clear that the money within could have been used to deepen the Commune’s achievements. For instance, the Commune had to spend 21 million francs on defence, leaving just 1,000 francs for education, an issue dear to the heart of virtually all who participated. More to the point, such reluctance to take on a bastion of governmental power and the bourgeoisie reflected the constant desire to operate within the bounds of bourgeois legality and to avoid being cast as responsible for the civil war raging around them.81 While there are examples of a lack of accountability from some leaders, the weaknesses historians identify have to be seen in the context of the siege, the civil war, and social and economic breakdown. The significant achievement is that which Marx emphasised: the embryo of a workers’ democracy, with elected and recallable representatives, plus judges and officials at every level. This historical breakthrough warrants our main emphasis, rather than the understandable shortcomings.

A final point. The structures established by the Commune cannot be taken as a direct model for revolutionaries today. The working class in Paris was the largest group, numbering 900,000, surrounded by 400,000 petty bourgeois running 4,000 greengrocers’ shops, 1,900 butchers, 1,300 bakeries. However, Haussmann’s reconstruction of Paris had discouraged the establishment of large workplaces. Those that were established were mostly in the outer rim of Paris. The Cail plant in north-east Paris, employing 2,800 to produce steam engines and locomotives, was the exception rather than the norm. Workplaces of over 10 workers were only seven percent of the total, with 31 percent employing between two and ten. Gluckstein concludes:

The nature of production…had an influence on the organisational structure of the 1871 movement… Trade union action was difficult to mount and broad activities could not easily be built from tiny workplaces. Such units of production could not provide a collective focus for the working class. Instead that came from the National Guard and the clubs which offered a framework for collective expression and organisation.82

In the Russian revolution of 1905 workers would take another leap forward and create soviets, reflecting the huge growth of the industrial working class, brought together in workplaces massively larger than anything in Paris in 1871. This meant that the focus of organisation shifted to the workplace, even as the streets remained an important focal point for large and united protests that brought workers from across different industries together. This is profoundly important. As Rosa Luxemburg argued, “where the chains of oppression are forged, there they must be broken”. Nevertheless the principles of the Commune lived on in the soviets: all delegates and people in places of responsibility to be recallable at any time, accountable to the electors, paid workers’ wages and remaining at work where they experienced the conditions about which they made decisions. The Paris Commune is therefore best understood as a premonition, or a harbinger, of a future society. In Marx’s words:

The working class did not expect miracles from the Commune. They have no ready-made utopias to introduce par décret du peuple. They know that in order to work out their own emancipation…they will have to pass through long struggles, through a series of historic processes, transforming circumstances and men. They have no ideals to realize, but to set free the elements of the new society.83

Some aspects of the Commune have been superseded by subsequent developments, and we do not know precisely how the working-class revolution of this century might look. However the basic principles of collectivity and democracy it established remain vitally important to the modern working class.

Ruling class savagery – la semaine sanglante

Marx had argued that we make our own history, but not in circumstances of our choosing.84 The uprising which erupted on 18 March forced the Communards to reorganise society amidst a Prussian siege and a bitter civil war. These factors strongly contributed to the defeat of this heroic uprising.

On Sunday 21 May, troops from Versailles stormed Paris. New barricades went up in street after street, as the population mobilised for a final heroic attempt to maintain their Commune. An eyewitness described how one of the barricades was constructed and defended by “a women’s battalion of around a hundred and twenty. At the time that I arrived, a dark form detached itself from a carriage gate. It was a girl with a Phrygian bonnet over her ear, a musket in her hand, and a cartridge-belt at her waist. ‘Halt, citizen, you don’t pass here!’”85 We see how women have developed from pleading with soldiers not to shoot in March, to now playing a role as proud, fighting combatants in May, prepared to die with dignity and honour.

Just one week later, 30,000 or more people had been murdered by the counter-revolutionaries. The chapter headings used by Lissagaray in his book sum up the experience: “The Versailles fury”, “The balance sheet of bourgeois vengeance”. The essence of the events is captured in the title of John Merriman’s book, Massacre.86 Though there are debates about the death toll, I see no point in quibbling about the precise figures. Many casualties were never recorded, their bodies thrown into mass graves and later incinerated. Countless others disappeared into jails or colonial transportation, where who knows how many died. Others fled to seek sanctuary, and there are few records of who survived wounds inflicted in the fighting. This barbarity was at first cheered on in the respectable bourgeois papers of Europe, whose journalists had followed the army around “like jackals”. One journalist had called for “an end to this international democratic vermin” of Red Paris. But faced with “the smell of carnage”, swarms of flies on corpses, trees stripped of leaves, the streets full of dead birds, even some of these bourgeois commentators were repulsed. “Let us not kill any more”, pleaded the Paris Journal, “Enough executions, enough blood, enough victims” lamented the Nationale.87

But the upper classes who lived off the labour of those being massacred expressed no such limits to their savagery.88 Respectable women took tours of the dungeons where the arrested were incarcerated, holding their lace-edged handkerchiefs – made by the women at whom they gawked – to their noses against the stench of filth and dying Communards. In particular, they took delight in poking the women with their parasols. Many public figures, including judges and other respectable bourgeois and middle-class types, continued to bay for blood. To justify this frenzy, they invented lies which appealed to the prejudices of this scum. An anonymous Englishman described the Communards as “lashed up to a frenzy which has converted them into a set of wild beasts caught in a trap”. This, in his opinion, “render[ed] their extermination a necessity”.89 The ruling class especially hated the women Communards, whom they depicted as “vile”, “wild” and sexually depraved.

Their fury was stoked by hysterical stories of the infamous pétroleuses, supposedly prepared to burn down the whole of Paris. So the legend of the pétroleuses demands our attention. Edith Thomas titled her book on the women of the Commune Les Pétroleuses, translated as The Women Incendiaries. She examines the evidence and concludes that it’s not clear whether there were any pétroleuses in the way reactionaries used the term. At the same time, the Communards clearly did use fire as a weapon of war to destroy buildings from which the Versaillese could gun people down. Fire was also used as a form of barricade, a wall of flames to keep the soldiers back, set by the fighters who must have included women and possibly even children.90 Merriman documents orders given by the war delegate with the National Guard, Charles Delescluze, the ageing Jacobin, and others, including men in the Commune Committee, to blow up or set fire to houses. Delescluze, aware that it had become impossible to muster the kind of military response necessary to repel the soldiers, “adopted a strategy of mass popular resistance”. Generals of the National Guard specifically ordered “the burning of a number of monumental Parisian buildings, all in the fancy parts of town”, as well as official buildings. One of the Communard generals ordered the Tuileries Palace to be set ablaze. Gustave Lefrançais, the most left-wing Proudhonist, admitted that he was one of those “who had shutters of joy seeing that sinister palace go up in flames”. When a woman asked Nathalie Lemel what it was she could see burning in Montmartre, Lemel replied simply, “it’s nothing at all, only the Palais-Royal and the Tuileries, because we do not want a king anymore”.91

Marx was right to defend the burning of the city:

The working men’s Paris, in the act of its heroic self-holocaust, involved in its flames buildings and monuments. While tearing to pieces the living body of the proletariat, its rulers must no longer expect to return triumphantly into the intact architecture of their abodes. The government of Versailles cries, “Incendiarism!” and whispers this cue to all its agents…to hunt up its enemies everywhere as suspect of professional incendiarism. The bourgeoisie of the whole world, which looks complacently upon the wholesale massacre after the battle, is convulsed by horror at the desecration of brick and mortar!

…The Commune used fire strictly as a means of defence. They used it to stop up to the Versailles troops those long, straight avenues which Haussmann had expressly opened to artillery-fire; they used it to cover their retreat, in the same way as the Versaillese, in their advance, used their shells which destroyed at least as many buildings as the fire of the Commune. It is a matter of dispute, even now, which buildings were set fire to by the defence, and which by the attack. And the defence resorted to fire only then when the Versailles troops had already commenced their wholesale murdering of prisoners.92

The heroism of children, women and men as they fought to defend their “Communal luxury” would live on in the memory of the socialist movement and workers. Fighting and dying became a sign of revolutionary honour. Memoirs often recall scenes like this one from Lissagaray about the barricade of the Faubourg du Temple:

[T]he most indefatigable gunner was a child. The barricade taken, all its defenders were shot, and the child’s turn also came. He asked for three minutes’ respite; “so that he could take his mother, who lived opposite, his silver watch in order that she might at least not lose everything”. The officer, involuntarily moved, let him go. Not thinking to see him again; but three minutes after the child cried, “Here I am!” jumped onto the pavement, and nimbly leant against the wall near the corpses of his comrades.

Lissagaray concluded, “Paris will never die as long as she brings forth such people”.93 And Victor Hugo, who did not originally support the Commune, but responded in solidarity in the face of the massacre, wrote a poem about this incident. He ends with the wishful thought that the officer pardoned the child.94

Gustave Courbet recalled:

The drunkenness of carnage and destruction had taken over this people ordinarily so mild, but so fearsome when pushed to the brink… We will die if we must, shouted men, women and children, but we will not be sent to Cayenne.95

Louise Michel became famous for her confrontational stance at her trial:

Since it seems that every heart which beats for liberty has only right to a little lead, I too demand my part. If you let me live, I shall not cease to cry vengeance… If you are not cowards, kill me.96

Out of fear that she would become a martyr around which workers could mobilise, she was condemned to transportation to New Caledonia, where she met Nathalie Lemel. During the defence of Paris, Lemel had taken command of a contingent of the Union des Femmes. They marched, red flag in the lead, from a meeting in the mairie97 of the fourth arrondissement to defend Les Batignolles. There, the 120 women held back government troops for several hours. Those who were taken were shot on the spot, one of whom was the dressmaker Blanche Lefebvre, an organiser of the Union des Femmes and another member of Marx’s circle. Some held a barricade on Place Pigalle for a further three hours, but all were killed on what Lissagaray called “this legendary barricade”. Lemel cared for the wounded for hours. Her comrade Elisabeth Dmitrieff was at Montmartre with Louise Michel and Léo Frankel in the last hours.98

The mass of the poor had few options but to die bravely, which they did with pride. The more educated, if fortunate, found their way into exile. Frankel was smuggled out by a coach driver and escaped to Germany with Dmitrieff. They could be disguised as a Prussian couple because they spoke German fluently. Dmitrieff would return to Russia, only to go into exile in Siberia with a revolutionary with whom she had a genuine marriage. Because of her isolation, she never heard of the amnesty and so lived out the rest of her life in the tundra where so many revolutionaries perished. Michel kept her word and eventually returned to France under the amnesty, was arrested on a demonstration of unemployed workers in 1883 and sentenced to six years of solitary confinement, arrested again in 1890. She returned to France from England, to where she had escaped, and died of pneumonia in January 1905.99

A doctor commented on the bravery of the Communards:

I cannot desire the triumph of your cause; but I have never seen wounded men preserve more calm and sang-froid during operations. I attribute this courage to the energy of their convictions.100

And this is how the Commune’s supporters interpreted the courageous resistance. It inspired generations, illustrating why the sentiment “it is better to die fighting than to live on your knees” is the most principled response to ruling-class barbarism. If they had meekly surrendered in the name of avoiding violence, there is no evidence that lives would have been saved, and the revolution would surely not have inspired generations of working-class and socialist activists.

Political assessments

“We’ll change henceforth the old conditions” runs a line of Pottier’s Internationale. But how is it to be done? Which politics and theory related best to the needs of the Commune? When remembering workers’ struggles, assessing the political ideas tested in battle is an important part of honouring their memory. If the suffering of the masses in defeat is to be worth the blood spilled, it is the responsibility of those inspired by them to try to learn the lessons, lest their sacrifices be endlessly repeated. In the last article Rosa Luxemburg wrote before being murdered in January 1919, she made reference to the Paris Commune as a metaphor for the fate of the revolution unravelling around her. But, from the perspective of the historic mission of the working class, such defeats served a purpose:

Where would we be today without those “defeats”, from which we draw historical experience, understanding, power and idealism?… [W]e stand on the foundation of those very defeats; and we cannot do without any of them, because each one contributes to our strength and understanding.101

Again and again, in the intervening 150 years, workers have shown that if only they can take control, they would build a humane society, a socialist world. In every struggle we can celebrate the signs of this, and that inspiration unites those of many different politics on the left. Just think. One hundred and fifty years ago, when the fight for women’s rights was in its infancy, the more radical clubs in Paris demanded and got support for the right to abortion.

However, the question which has eluded workers so far is how to win control and hold it, how to defeat the powerful forces of capitalism arrayed against them. Proudhonists, Jacobins and Blanquists were the most influential political groups in the Commune Committee. Marx’s International had thousands of members, but was far from cohered around his theory and politics. None of these groups could offer the lead required.

The National Guard had elected a Central Committee only a couple of weeks before the uprising. Though inexperienced, they gathered to consider what to do in light of the spontaneous insurrection. By the end of the day the Hôtel de Ville was occupied as the headquarters of the insurgents. But they lacked the confidence to assert their authority and organise the necessary defence and reorganisation of the city. In their political confusion, they turned for leadership to the only constitutional body left in Paris, the mayors, who were appointed by the hated central government! The Central Committee of the National Guard insisted that only a newly elected body could take on all the urgent tasks the city confronted. It was eight days before negotiations with the mayors enabled the election of an authoritative body, in which valuable time was lost to the advantage of the Versailles soldiers threatening Paris. Élie Reclus asked on voting day: “What does legality mean at a time of revolution?”102

Virtually every historian who has written about it comments on the shambolic nature of the National Guard, which ensured that the Versailles government’s victory was easier than it should have been. Similarly, most make a point of discussing the Commune’s flat-footed response to the mass uprising. Few, however, draw any political conclusions or seriously explain what went wrong. Edwards sums up the reasons for the disaster: the main concern of the majority of the Committee “was to ‘legalize’ its situation by divesting itself of the power that had so unexpectedly fallen into its hands”. The Blanquists urged a march on Versailles, “a plan which might well have succeeded” following the fraternisation between the army and the Guardsmen.103 Gluckstein argues that Thiers and Co. would never be weaker than in those first hours and days after 18 March 1871. Military discipline had evaporated, and the French army was yet to be buoyed up by prisoners of war released by Bismarck. Supporting this view is the fact that Thiers rejected a request for troops to set up an anti-Commune outfit inside Paris: “Neither 5,000, nor 500, nor five; I need the few troops still available – and in whom I don’t yet have full confidence – to defend the government”. A Commune supporter reported that in Versailles the regular troops were not even trusted to patrol the streets.104

Auguste Blanqui shared with Marx the expectation that the war would create a situation ripe for revolution. But unlike Marx he did not see the working class as the agent to make that revolution, only as supporters for a coup. As a result, his supporters had not built roots in working-class organisations or communities, and he languished in jail throughout the revolution due to his involvement in an attempted insurrection just months before. “Blanqui’s own account of the debacle [of August 1870] is painfully honest”, Gluckstein explains. Blanqui wrote of the response of the workers of Belleville to these gun-toting strangers calling for them to rise up: “[t]he population appeared dumbstruck…held back by fear”. And he concluded “We can do nothing without the people!” In spite of their history of organising conspiratorial coups by tiny numbers, the Blanquists participated with great enthusiasm in the mass uprising and the institutions it threw up. Their strength was their preparedness to organise and respond with the necessary violence to defeat the murderous forces arrayed against the Commune.105 However, lacking their most authoritative leader, the Blanquists were defeated in the debate about marching on Versailles, and a critical moment was missed.

Despite their hostility to organisation, the Proudhonists took many of the leading positions in the Commune Committee. Their tradition had long cultivated a hostility to political organisation of all kinds, which manifested in a reluctance to give elected bodies of the Commune real authority. This then undermined the confidence of those bodies to act decisively, providing Versailles time to get on the offensive. The Proudhonists’ respect for private property was also responsible for the decision to leave the enormous wealth of the bourgeoisie safe in the National Bank, and informed a general reticence to take decisive measures in the field of economic and military policy.

Proudhonism today is dead as a political current; however, Proudhon’s disciple, Bakunin, still influences some activists. In a typical formulation, Bakunin wrote in his critique of the Commune: “the cause of [humanity’s] troubles does not lie in any particular form of government but in the fundamental principles and the very existence in government, whatever form it takes”.106 But this radical-sounding generality obscures the fact that the Commune’s troubles came not from an abstract category, but from the very real power of Thiers’ counter-revolutionary army. Only an equally organised power based on working-class democracy could have defended the Commune from the massacre that was to come. Bakunin’s abstract slogans – which live on in anarchist milieus today – provide absolutely no guide for what to do in the face of the threat posed by the brutal machine that is the bourgeois state. Workers could not – and still cannot – ignore politics and organisation.

But it wasn’t just the question of defence. The demand of the bakers to end night work raised a lot of debate because Commune Committee members, influenced by such ideas as Bakunin articulates, refused to issue a decree to abolish night work, even though they supported it. Bakers had been campaigning for two years, hampered by the tiny size of the bakeries which mitigated against effective organisation. The Committee’s response was ludicrous. They opposed any state action on principle, and argued that the workers should “themselves safeguard their interests in relation to the owners”. Benoît Malon represented the views of the bakers, 3,000 of whom marched to the Hôtel de Ville demanding a decree: “until now the state has intervened against the interests of workers. It is at least fair that today the state intervene for the workers”.107

Abstract shibboleths against all organisation are no guide to how the left should have related to the radical organisations such as the Union des Femmes, the Artists’ Federation, and the clubs. If you took these principles seriously you would boycott them, a completely sectarian and destructive attitude which would make you irrelevant, unable to contribute to developing people’s consciousness and winning arguments for strategies to win.

It was Marx and Engels who best generalised the lessons of the Commune. Marx had been committed to a view of working-class self-emancipation well before the Commune showed a glimpse of how it could be done. He had witnessed the radical workers’ societies and, critically, the Silesian weavers’ revolt of 1844, and had subsequently never doubted the creativity and organisational genius of the organised proletariat. His Theses on Feuerbach answered the question of how workers could be “educated” for a new society: they educate themselves through their own conscious activity. Marx and Engels developed this idea further in their German Ideology, where they argued that to build a socialist society, “the alteration of men on a mass scale is necessary, an alteration which can only take place in a practical movement, a revolution”.108

Now the Parisian masses had revealed the answer to the question of what to do about the repressive state. Marx had been grappling with this since he concluded in The Eighteenth Brumaire of Louis Bonaparte that the problem had been until then that “[a]ll revolutions perfected this machine instead of breaking it”.109 But what could take its place? Two days after la semaine sanglante, Marx gave his address to the International, emphasising the achievements of the Commune and its importance to the future of the workers’ movement. He had warned against such an uprising in the weeks previous, fearing it was premature, yet did not hesitate to leap to its defence. As with so much of his political work, his writings on the Commune emphasise its fundamental aspects. Unlike the bourgeois revolutions which primarily benefited a minority of capitalist exploiters, the potential of a workers’ revolution to liberate the whole of humanity was now shown in practice. He explains how the democratic structures, with the army and police disbanded and the population armed, were the foundation on which workers can be emancipated from the exploitation of their labour. In this way, the practice of the workers of Paris actually broke new ground; their heroism created the conditions for Marx and Engels to clarify and concretise their previous ideas regarding the self-emancipation of the working class. Overall, Marx’s writings on the Commune stand in sharp contrast to the abstract shibboleths in Bakunin’s work.

But it would be Lenin who brought all these elements together, transcending what is usually assumed to be a contradiction between spontaneous revolts and organisation.110 The counterposition between spontaneity and organisation abounds in Bakunin’s critique, and is taken for granted by many activists today. The issue is particularly fraught when women are involved. Women’s activities in rebellions like this are often portrayed as elemental, unplanned and not very political. This emphasis on spontaneity is often sexist and downplays the role of leadership, foresight and planning by the women themselves. The Commune perfectly illustrates Lenin’s arguments. To begin with, there can be no revolution without spontaneity. The radicalisation sufficient to generate the Paris Commune did not develop incrementally, it exploded and shocked the world. It’s true that the uprising that seized the cannon in Montmartre emerged in a context of rising discontent and bitterness, but the rebellion in turn radicalised and transformed the situation decisively.

The Commune shows how there is not some barrier between a revolutionary upsurge itself and the activities and politics that exist beforehand. For instance Eugène Varlin and Nathalie Lemel were involved in workers’ campaigns for women’s rights and equal pay in the 1860s. In the growing number of strikes before 1871, some workers had learnt from their experiences. A strike by 5,000 bronze workers in 1867 won with support from the International, which organised funds from workers in other countries. The lesson of international solidarity was not forgotten. And other workers – significantly in textiles from where women participated in Dmitrieff’s Union des Femmes – began to see the value of organisation and strikes in a number of cities. In a strike by miners in the Loire region workers’ wives had fought bravely against the gendarmes during a strike at Le Creusot in 1870. Ideas promoted by the Proudhonists, who argued that “women should stay indoors and avoid the physical and moral dangers of workshops”, were now rejected by working-class men. They declared that women should exercise their independence and “will march alongside us in the exercise of democratic and social cooperation”. Those ideas could most effectively be kept alive and popularised if taken up by organisations, rather than being left to the whimsy of individual happenstance.111

Lenin’s most significant theoretical breakthrough was to see that the task for revolutionaries is to prepare for the spontaneous outbursts before they happen. This preparation is not a purely intellectual exercise, but entails participating in every struggle, raising ideas which challenge participants to reject the ideas of capitalism. Not all workers will develop class consciousness at the same time; consciousness will always be uneven, as it was in the Commune. This means revolutionaries need to build a party which organises the most class-conscious and militant workers, the “vanguard” as Lenin called them. Such a revolutionary party needs to raise the level of class consciousness generally, by which Lenin meant the degree to which workers understand the role of their own class, and that of all other social layers, and how much they understand their class power. They need to understand that their class can and must lead other classes in a revolution if capitalism is to be overthrown. The party needs a history of participating in and leading struggles so they gain a wide understanding of the momentum of struggle, how to judge different strategies and the arguments of different political organisations. Only this offers the best chance that the arguments of those who always support compromise and moderation will be defeated.

The vanguard must have burned into their consciousness that if our side seriously challenges the ruling class and their state, there is no limit to their “undisguised savagery and lawless revenge”, in Marx’s words. Revolutions have time and again crashed against the seemingly timeless existence of the state, and the mistake of seeking to remain within the “rule of law”. Lenin’s solution was to organise the vanguard to be prepared to repeat the first acts of the Commune: to disband the police and army, and to arm the working class and poor. It must not shrink from responding to ruling-class violence in order to defend the revolution.

The Commune’s legacy

In the Paris Commune, the ruling class saw the shape of a new society. They understood that such a world of equality and justice could only be built on the ruins of capitalism. So they sought to systematically obliterate its memory.

In the Louvre today, images of the royal family overthrown in the Great Revolution are sympathetically portrayed. But a small collection from the Commune is hidden away in the basement. A collection of artefacts, documents and the like is included in the museum dedicated to the art of Paul Éluard in Saint-Denis. Ironically it is housed in an old Carmelite convent. It was originally set up by the Communist council of Saint-Denis.

In the 1870s the bourgeoisie set out to refashion Paris with monuments to the Republic. The last quarter of the nineteenth century has been referred to as “a golden age of monument building” as part of the effort at “self-definition” following the trauma of 1870-71. Restoring the Vendôme column was, of course, a huge priority. Sometimes the purpose of new monuments or buildings was made explicit. The church of Sacré-Coeur was built on Montmartre. When laying the foundation stone, architect Charles Rohault de Fleury declared that Sacré-Coeur reclaimed for the nation “the place chosen by Satan and where was accomplished the first act of that horrible Saturnalia”.112

It is easy to see the negation of the Commune in the grotesque splendour of the Sacré-Coeur. But a lot of the reconstruction was not so explicit. Much of the art which was promoted and the spaces reorganised were merely presented as celebrations of the Republic. But try as they may, the memory often reverberated in what was not said or built. One space allowed to socialists was the Mur des Fédérés (Wall of the Federals),113 located in the Père Lachaise cemetery where the blood of unknown numbers was spilled in the last days of the Commune. Presumably authorities thought this the most fitting memorial: calculated to sear our souls and to signal that attempts at anti-capitalist rebellions will always be drowned in unimaginable savagery. But they were mistaken. Visitors leave a constant sea of red roses, and leave with a renewed hatred of the bourgeoisie and a desire to fight for the promise of the Commune. In 1907, the Parisian municipal council planned to install Paul Vautier-Moreau’s Monument to the Victims of Revolutions, sculpted from the stones of the barricades, on which was engraved Victor Hugo’s clarion call to end the “vengeance”. There was such an outcry from supporters of the Commune, who preferred to keep that space simply for the Communards, that it had to be placed outside the wall of the cemetery.114

William Morris paid homage to the destruction of the Vendôme column in his novel News from Nowhere, published in 1890. The apricot orchard which replaces Trafalgar Square, dominated by the statue of Admiral Nelson is, as Ross says, a “symbolic revisioning [of] both the Place Vendôme and Trafalgar Square…their aesthetic of nationalistic and timeless monumentality become supra-national space”.115

In spite of the efforts of the descendants of the butchers who saturated Paris in blood, the memory of this first workers’ revolution cannot be completely suppressed. So a social history of Paris, published in English in 2010, revisits some of the accounts by its participants and supporters. Eric Hazan, the author, reminds us how modern day charlatans, rather than obscure the history completely, cynically attempt to co-opt the inspiration of the Commune for their own opportunistic reasons. A plaque in Paris has inscribed on it: “The last barricade of the Commune resisted in the Rue de la Fontaine-au-Roi. A hundred and twenty years later, the Socialist party and its first secretary Pierre Mauroy render homage to the people of Paris who sought to change their lives, and to the 30,000 dead of the Time of the Cherries”. Hazan, who documents the truth of those days, reminds us: “This trumpery makes short work of history, for Louis Blanc, the Mauroy of his day, maintained that ‘this insurrection is completely to be condemned, and must be condemned by any true republican’.”116 Le temps des cerises to which the inscription refers is a song written in 1866. It became popular during the Commune, with verses added as it was sung on the barricades and in the clubs. The title is a metaphor for the hope for a new life after a revolution, making the hypocritical inscription by the reformist party even more galling.

For decades workers remembered the Communards’ courageous defiance. On May Day 1901, thousands of mourners joined the funeral procession for Paule Mincke through the streets of Paris. They chanted “Vive la Commune!” and “Vive l’Internationale!” as more than 600 police, 500 soldiers and 100 cavalry guarded the streets against any possibility of a repeat of 1871.117 More than 100,000 attended Louise Michel’s funeral in Paris in 1905. Socialists and anarchists celebrated the Commune every March. The ghastly images of tortured women beamed around the world by the bourgeois press could not undercut the sense of pride and solidarity that their courage inspired. In the NSW outback mining city of Broken Hill, for at least a decade into the twentieth century, the Socialist Sunday School organised the annual anniversary commemoration of the Commune. In another piece I concluded that “[it] certainly was not portrayed as a celebration of male achievements, as is often claimed by feminist historians: ‘What greater and grander sublimity can be depicted than that of men and women who are prepared to sacrifice their lives for even a dream?’” An article in the socialist paper in the town “emphasised female bravery”, telling the story of when soldiers tried to force Communards to kneel before their guns: “one woman with a child in her arms refused to do so, shouting to her companions: ‘Show these wretches that you know how to die upright’.”118

An historian of the annual events which continued for decades writes:

They drew on the Commune as an example of international cooperation, drawing on their shared class identity. The Commune was rewritten annually, creating a palimpsest. Speakers drew on the Commune as a symbol of working-class government, or of revolution, a symbol of warning and hope, of past, present and future, something to learn from, and revere.119

In spite of so many efforts to obscure its history, the Commune is still invoked as a reference point for the idea of revolution, or challenges to authority to this very day. As I write, a post by Buzzfeed, “Stormings of History Ranked from Best to Worst”, appeared in response to the invasion of the Capitol by far-right Trump supporters. The Commune is their second-best example, second only to the October Revolution.120 Even the prestigious Lancet in the year of the one hundred and fiftieth anniversary pays homage to the Commune with an article about Mary Putnam Jacobi. The conclusion is a tribute to the power of the Commune to inspire hope for a better world: “The origins of her philosophy, a philosophy that provides the seed for an American renaissance today, lay in the blood spilt on the streets of Paris 150 years ago”.121

Conclusion

We began with the image of the “sphinx” conjured by Marx to convey how the Commune terrified the bourgeoisie and their hangers-on. We leave it as the world descends into ever more horrifying chaos which creates catastrophes one after the other. The World Bank warns governments around the globe to avoid making premature cuts to measures taken to prevent the economy from completely collapsing. This advice is not driven by humanitarian concern for those who would suffer from the cuts, but by fear of revolt. The sphinx haunts them still.

The Paris Commune reminds us of what Walter Benjamin said, that the fine and spiritual aspects of life we hunger for can only be won by the struggle for the rough, material things which make them possible. And that “they are present as confidence, as courage, as humour, as cunning, as steadfastness in this struggle”. That is why the Paris Commune still commands our attention, and is worthy of serious study. And why it still has the power to inspire our confidence in the working class to create a “Communal luxury” for humanity to this day.

References

Benjamin, Walter 1968, “Theses on the Philosophy of History” in Illuminations, Essays and Reflections, Schocken Books.

Bloodworth, Sandra 2005, “Militant spirits: the rebel women of Broken Hill”. https://sa.org.au/interventions/rebelwomen/militant.htm

Bloodworth, Sandra 2013, “Lenin vs ‘Leninism’”, Marxist Left Review, 5, Summer. https://marxistleftreview.org/articles/lenin-vs-leninism/

Buzzfeed 2021, “Stormings of History Ranked from Best to Worst”, January. https://www.buzzfeed.com/tessred/stormings-of-history-ranked-from-best-to-worst-dogxsiwtv3?utm_source=dynamic&utm_campaign=bfsharefacebook&fbclid=IwAR0Bm0V61HcfuBZsc6jth8J51i6z-enf8-N_WefnVp1pITFqvlRQoAa9_kI

Cox, Judy 2021, “Genderquake: socialist women and the Paris Commune”, International Socialism, 169, 5 January. http://isj.org.uk/genderquake-paris-commune/

Edwards, Stewart (ed.) 1973, The Communards of Paris, 1871 (Documents of Revolution series, Heinz Lubasz, general editor), Thames and Hudson.

Eschelbacher, Andrew 2009, “Environment of Memory: Paris and Post-Commune Angst”, Nineteenth Century Art World, 8 (2), Autumn. https://www.19thc-artworldwide.org/autumn09/environment-of-memory

Gluckstein, Donny 2006, The Paris Commune. A Revolution in Democracy, Bookmarks.

Hazan, Eric 2011, The Invention of Paris. A History in Footsteps, translator David Fernbach, Verso.

Horton, Richard 2021, “The Paris Commune and the birth of American medicine”, The Lancet, 397, (102070), 16 January. https://www.thelancet.com/journals/lancet/article/PIIS0140-6736(21)00086-6/fulltext

Landrigan, Aloysius Judas 2017, Remembering the Commune: Texts and Celebrations in Britain and the United States, MA thesis, University of Melbourne. https://minerva-access.unimelb.edu.au/handle/11343/198112

Lissagaray 1976 [1876], History of the Paris Commune of 1871, translator Eleanor Marx, New Park Publications.

Luxemburg, Rosa 1919, “Order Prevails in Berlin”, Die Rote Fahne, 14 January. https://www.marxists.org/archive/luxemburg/1919/01/14.htm

Marx, Karl 1845, Theses on Feuerbach. https://www.marxists.org/archive/marx/works/1845/theses/theses.htm

Marx, Karl 1852, The Eighteenth Brumaire of Louis Bonaparte. https://www.marxists.org/archive/marx/works/1852/18th-brumaire/

Marx, Karl 1871, The Civil War in France. https://www.marxists.org/archive/marx/works/1871/civil-war-france/index.htm

Marx, Karl and Friedrich Engels 1932 [1846], The German Ideology. https://www.marxists.org/archive/marx/works/1845/german-ideology/index.htm

Marx, Karl, Friedrich Engels, Mikhail Bakunin and Peter Kropotkin 2008, Writings on the Paris Commune, Red and Black Publishers.

Merriman, John 2016, Massacre. The Life and Death of the Paris Commune of 1871, Yale University Press.

Ross, Kristin 2016, Communal Luxury. The Political Imaginary of the Paris Commune, Verso.

Thomas, Edith 1966 [1963 as Les Pétroleuses], The Women Incendiaries, Secker and Warburg.

Tod, MK 2020, Poetry about the Paris Commune, blog, 10 September. https://awriterofhistory.com/tag/poetry-about-the-paris-commune/

* The phrase “glorious harbinger of a new society” is from Marx 1871. Thanks to the sharp eyes and insights of Omar Hassan and Mick Armstrong, the final result is vastly improved on the original draft.

1 Lissagaray 1976, introduction, p3.

2 This address would be published as part of the pamphlet, The Civil War in France.

3 Marx 1871.

4 Benjamin 1968, pp254-255.

5 An arrondissement is similar to a suburb in Australian cities.

6 Edwards 1973, pp58-59.

7 Merriman 2016, p41.

8 Edwards 1973, p15.

9 Edwards 1973, pp59-60.

10 Gluckstein 2006, p13.

11 Merriman 2016, p44. The government is often referred to as Versailles because it was ensconced there.

12 Gluckstein 2006, p13.

13 Merriman 2016, p43.

14 Edwards 1973, pp60-61.

15 Hazan 2010, pp236-245.

16 Edwards 1973, pp61-62.

17 Gluckstein 2006, p14.

18 Edwards 1973, p22. Italics in Edwards.

19 Marx 1871.

20 Usually known as Baron Haussmann.

21 Gluckstein 2006, pp68-69.

22 Merriman 2016, pp7-8.

23 Merriman 2014, pp46-7.

24 Marx 1871.

25 Gluckstein 2006, p53. Bold in Gluckstein.

26 Marx 1871.

27 Marx 1871.

28 Marx 1871.

29 Marx 1871.

30 All the examples and quotes about the Labour Commission from Gluckstein 2006, pp28-31.

31 The International included this grouping, but also Proudhonists, who dominated the French section, Blanquists and others.

32 Many revolutionary women escaped the stifling pressure from their families by entering a “white marriage” in which the man expected no sexual relationship.

33 Ross 2016, pp27-29.

34 Thomas 1967, pp62-63.

35 Ross 2016, p27.

36 Gluckstein 2006, p50.

37 Ross 2016, pp26-28.

38 Gluckstein 2006, p31.

39 Gluckstein 2006, pp48-49.

40 Gluckstein 2006, pp45-46.

41 Ross 2016, p17.

42 Quoted in Gluckstein 2006, p49. Lissagaray uses oriflamme for scarlet banner which, in its literary meaning, denotes a principle or ideal that serves as a rallying point in a struggle.

43 Marx 1871.

44 Merriman 2016, pp10-11.

45 Merriman 2016, p104.

46 Merriman 2016, pp107-109; Gluckstein 2006, p49.

47 Merriman 2016, p105.

48 Merriman 2016, p101.

49 Merriman 2016, p11.

50 Ross 2016, pp39-40.

51 Ross 2016, p40.

52 Ross 2016, p44.

53 Ross 2016, pp41-42.

54 Merriman 2016, p104.

55 Ross 2016, pp40-41.

56 Marx 1871.

57 Thomas 1967, p53.

58 Merriman 2016, p105.

59 Thomas 1967, p54.

60 Merriman 2016, pp105-106.

61 Gluckstein 2006, pp32-33.

62 Cox 2021.

63 Ross 2016.

64 See below for an explanation of this demolition.

65 See Ross 2016, pp42-65 for an account of the debates in the Artists’ Federation and the artists involved.

66 Ross 2016, pp55-56.

67 Ross 2016, pp55-56.

68 Marx 1871.

69 Ross 2016, p23.

70 Lissagaray 1976, pp10-12.

71 Gluckstein 2006, pp46-53.

72 Gluckstein 2006, p49.

73 Gluckstein 2006, p50.

74 Cox 2021.

75 Ross 2016, p28.

76 This was the pseudonym of Victoire Léodile Béra, under which she wrote several novels, and the name she is known by in the records of the Commune.

77 Gluckstein 2006, pp188-190.

78 Gluckstein 2006, pp185-191.

79 Merriman 2016, p16.

80 Gluckstein 2006 pp156-157. For an analysis of why Proudhonists were on the right of the Communards, see Gluckstein, pp71-76.

81 Marx et al 2008, p71.

82 Gluckstein 2006, pp69-71.

83 Marx 1871.

84 Marx 1852.

85 Hazan 2010, p238.

86 Lissagaray 1976; Merriman 2016.

87 Lissagaray 1976, pp307-11.

88 Lissagaray 1976, pp146-174; Merriman 2016, chapters 9 and 10. Their accounts give more detail than belongs in an article of this length.

89 Merriman 2016, p226.

90 Thomas 1966, pp140-159.

91 Merriman 2016, pp156-159.

92 Marx 1871.

93 Lissagaray 1976, p287.

94 Tod 2020.

95 The notorious penal colony in French Guiana. Merriman 2016, p147.

96 Lissagaray 1971, pp343-344.

97 Local town hall.

98 Thomas 1966, p132.

99 Merriman 2016, p245.

100 Lissagaray 1976, p238.

101 Luxemburg 1919.

102 Edwards 1973, p26.

103 Edwards 1973, p26.

104 Gluckstein 2006, p130.

105 Gluckstein 2006, pp76-80.

106 Bakunin, “The Paris Commune and the idea of the state”, in Marx et al 2008, p78.

107 Gluckstein 2006, pp28-29.

108 Marx and Engels 1932, p60.

109 Marx 1845.

110 For my assessment of Lenin, see Bloodworth 2013.

111 Gluckstein 2006, pp68-71 for details of strikes and the maturing of working-class activists.

112 Eschelbacher 2009.

113 As the Guardsmen were often referred to.

114 Eschelbacher 2009.

115 Ross 2016, p60.

116 Hazan 2010, p291.

117 Cox 2021.

118 Bloodworth 2005.

119 Landrigan 2017, p78.

120 Buzzfeed 2021

121 Horton 2021.

Marx’s Pedagogies Then and Now: Inquiry and Presentation

Pictured: The Cuban Literacy Brigades exemplify Marxist pedagogies as they play out inside and outside of classrooms.

By Derek R. Ford

Republished from Liberation School.

Ask any teacher in any setting, and they’ll tell you there’s no “formula” or “recipe” for education. Despite what corporate charter movements assert—like Teach for America’s “I do, you do, we do” rote learning—teaching is always dependent on relationships, trust, respect, and a host of other elements—and all of these can change day to day. Teaching on a Monday after a big fight broke out at a weekend party is different than teaching on a Wednesday when things have settled down a bit. Teaching in a pandemic is markedly different from teaching before one. These are just a few examples of the limitless and unpredictable forces that shape the educational experience.

As any communist organizer knows, Marxist pedagogy is not a matter of merely explaining or convincing, of coming up with the right wording, question, presentation, speech, or reading. These are educational tactics rather than pedagogies, which refer to specific ways, modes, or logics of education. Marxist pedagogy is contingent on a multitude of factors: the dominant political ideology at the time (is it intensely anti-communist or more open?), the consciousness of students as individuals or a collective (are they coming from a liberal issue-based organization or a strand of the movement?), the autonomy we’re allowed in particular settings (is it an after school club at a public/private school, community meeting, or a Party office?). And of course, there are other factors like different skills, personalities, time commitments, and relations between amongst teachers and students.

While teaching is unpredictable and contingent, for Marxist revolutionaries there’s a wealth of pedagogical content—theories that have been put into practice and whose practice has in turned informed the theories—to rely on. The previous installments of this series focused on Brazilian educator Paolo Freire and Lenin, on the use, misuse, and potential of “growth mindset,” and on the revolutionary educational theory of Russian psychologist Lev Vygotsky. In this article, we look at Marx’s own pedagogical practice.

Prerequisite: Marxist pedagogy presumes competence

Before delving into Marx’s thoughts on pedagogy, it helps to dispel a dominant myth about Marx and Marxism: that it’s predicated on the “enlightened” revolutionary teaching the “ignorant” masses. Nowhere do Marx’s (or Engels’) texts even hint at this notion, and neither are their hints in the main documents of the Marxist tradition. For example, one of Lenin’s main gripes with the economists who focused on trade-union consciousness was that their assumption that workers could only understand their immediate situation. It was also one of Marx and Engels’ main critiques of the reformism of the Social Democratic Party in Germany. As Marx and (primarily or wholly) Engels wrote in an 1879 letter for internal circulation amongst some SDP leaders:

“As for ourselves, there is, considering all our antecedents, only one course open to us. For almost 40 years we have emphasised that the class struggle is the immediate motive force of history and, in particular, that the class struggle between bourgeoisie and proletariat is the great lever of modern social revolution; hence we cannot possibly co-operate with men who seek to eliminate that class struggle from the movement. At the founding of the International we expressly formulated the battle cry: The emancipation of the working class must be achieved by the working class itself…. Hence we cannot co-operate with men who say openly that the workers are too uneducated to emancipate themselves, and must first be emancipated from above by philanthropic members of the upper and lower middle classes [1].

What Marx and Engels are saying here is that we should always presume competence (a point central to the field of critical disability studies). This doesn’t mean that we should presume that the capitalist system sets everyone up for success. Quite the contrary: the system sets the masses up for poverty. What presuming competence does mean, however, is that we should assume by default that everyone we come into contact with has the capacity and potential for transforming their consciousness and ideas, habits and actions, political beliefs and commitments.

Presuming competence also puts the onus on the educator, the revolutionary, the organizer, and the organization insofar as it means that if the student isn’t “getting it” then the problem lies with us. Too often educators displace our own incompetence onto students. For example, I’ve heard many teachers speak with pride about how many Cs, Ds, and Fs they give. When approached through the Marxist assumption, however, we see that “bad grades” are not due to any innate inability but to a complex of factors, including our own teaching.

Marx’s pedagogies: Inquiry and presentation

Although Marx considered education at various points, he didn’t write about pedagogy. He does, however, make an important remark that is pedagogical in nature in the afterword to the second German edition of the first volume of Capital. Here Marx distinguishes the Forschung from the Darstellung, or the process of research from the method of presentation. He is responding to an assessment of Capital that appeared in an 1872 edition of the European Messenger based in St. Petersburg. The assessment focuses on Marx’s method of presentation and commends Marx for showing the laws of capitalism and of social transformation.

Marx claims this the review is ultimately an affirmation of his anti-Hegelian dialectic, but before clarifying his dialectic, he briefly notes the necessary differences between inquiry and articulation, or research and presentation, a difference that is not just political or philosophical, but pedagogical in nature: “Of course,” Marx writes,

“the method of presentation must differ in form from that of inquiry. The latter has to appropriate the material in detail, to analyse its different forms of development, to trace out their inner connexion. Only after this work is done, can the actual movement be adequately described. If this is done successfully, if the life of the subject-matter is ideally reflected as in a mirror, then it may appear as if we had before us a mere a priori [or self-evident] construction” [2].

Marx is describing two different pedagogies—or educational processes–here. The first, the method of inquiry or research, is one that examines material in all of its nuances and relationships, tracing out the different lineages, past, present, and future potential forms of development, and how they each are interdependent on others.  

Researching is a process that entails wandering around, looking for connections, thinking you’re onto something and then following it to a dead end, generating ideas, getting lost in the archives (whether they be in a library or on the internet), and so on. When researching, you have a goal in mind but the end doesn’t totally dictate everything you do. Marx researched to understand the inner logics and dynamics of capital, how these came to be, what impact they had and might have on the world, and how the contradictions can be seized during the class struggle. But this goal wasn’t always at the forefront of his mind. What we might read as “digressions” in his work are often the reality that the end goal had to be suspended at moments for research to continue. In fact, a lot of what we consider “distraction” or “procrastination” in schooling might actually be profound moments of researching.

Research, however, can’t last forever, especially for revolutionaries. At the same time, only once you’ve researched can you begin presenting your findings. Presentation takes a totally different pedagogical form. It begins with a pre-determined end in mind that guides the demonstration such that it begins with the most elementary conceptual building blocks and proceeds linearly in a developmental manner toward the end goal. Whereas researching is about means, presentation is about ends: the ends structure everything that comes before. This is why Marx, in Capital, often casts aside the historical beginnings of capitalism and leaves it to the very end, in the last part where we finally learn that it was through slavery, colonialism, legal and extralegal theft, individual and state violence, repression, and so on that capitalism came to be. But he doesn’t begin here because he doesn’t want us to 1) think this is the complete and global story of how capital came to me; 2) think it’s not going on today; and 3) because he simply wants us to understand the inner logic of capitalism and its intrinsic contradictions as it was most fully developed in England, all while giving the mainstream political-economists a fair reading.

Politics and examples of Marx’s pedagogies

While research and presentation are pedagogical ways of engaging with Marxist education, they are also political. Because presentation is guided by a pre-determined end, it tends to reinforce the world as it exists. It is only because I know what x looks like in advance that I can judge a student’s development toward knowing or becoming x. This is why research is a potentially oppositional logic: it’s impossible to grade or measure one’s progress researching. It might be that the next day after you watch some obscure YouTube video or find some odd social media page that you finally complete the research and produce something new. The problem is not with presentation per se, but rather its dominance today in capitalism. This is why Marx’s method of research is so crucial. It insists on both communist inquiry and communist presentation.

Again, even though Marx never wrote about pedagogy, his body of work provides us with potent examples of how he put them into practice. Two works in particular illuminate Marx’s pedagogies in action: the Grundrisse and volume one of Capital.

The Grundrisse: Foundations of the Critique of Political Economy (rough draft) consists of a series of notes written in the frantic days of 1857-1858. They’re a collection of 8 notebooks published first in 1939 in the Soviet Union and made available in Europe and the U.S. during the 1960s-1970s. Never intended for publication, they’re a series of research notes, or traces of Marx’s studying, which Eric Hobsbawm says, were “written in a sort of private intel­lectual shorthand which is sometimes impenetrable, in the form of rough notes interspersed with asides which, however clear they may have been to Marx, are often ambiguous to us.” As a result, “anyone who has tried to translate the manuscript or even to study and interpret it, will know that it is sometimes quite impossible to put the meaning of some sibylline passage beyond all reason­able doubt” [3].

The Grundrisse notebooks are quite different from the first volume of Capital, Marx’s real magnum opus, the only volume published (and translated and republished) during Marx’s lifetime. The Grundrisse is almost pure research (because they were notes Marx wasn’t trying to present to others), while Capital is almost pure presentation (because it was meant to articulate the inner workings of capital to others).

For two distinct positions on these works, consider Louis Althusser and Antonio Negri. The former wrote that Capital is the only book “by which Marx has to be judged” [4]. It’s the “mature” Marx, clearly broken from his Hegelian roots (which still inflect the Grundrisse) and any mention of humanism. Althusser, however, a lifelong member of the French Communist Party, was intervening in debates over “humanism” that he saw as diluting or abandoning the class struggle. Instead of proletarians versus the bourgeoisie, the colonizers versus the colonized, it was “humans;” a non-class category bereft of an enemy against which to struggle.

On the other side, Antonio Negri reads the Grundrisse as a political text, a more Marxist text than Capital because of its “incredible openness.” Capital, according to Negri, is not only fragmentary but closed, determinate, and objective, a book where antagonisms are resolved dialectically, foreclosing the forceful rupture that communist revolution requires. Interestingly, Althusser invited Negri to give a series of lectures on the Grundrisse in Paris in 1978, which served as the basis for his book, Marx beyond Marx. Negri doesn’t dismiss Capital, of course, but insists that the book only represents one aspect of Marxism. The Grundrisse is an endless unfolding of research and antagonism. Capital, on the contrary, is more limited precisely because of its “categorical presentation” [5]. In essence, the Grundrisse is more open because it’s a series of notebooks in which Marx discovers something and presents it, which brings forth a new antagonism, which then births a new determination of content to research. They were idiomatic writings in which Marx was wandering around, discovering new elements and presenting new hypotheses.

For Althusser, it’s precisely because Marx’s presentation is so elegant, clear, and compelling that Capital represents his highest work of thought. However, he recommends different ways of reading it, primarily by leaving the first three (and most difficult) chapters for the end. What you have in Capital is a pedagogy of presentation that begins with something simple and obvious (the commodity), and then goes deeper and deeper until we see that this “trivial” appearing thing is an active crystallization of a series of ongoing struggles, like those between and within classes and the state that play out differently over history, that assume different forms (like technology and machinery), and so on. But first we have to understand the contradiction between use-value and exchange-value, the role of money, and so on, before any of this makes sense.

Research and Presentation in Capital and the Grundrisse

Yet Marx’s distinction between research/presentation isn’t hard and fast; it’s not even as firmly delineated as Althusser and Negri insist. Marx sought to understand, articulate, learn, and relay the precise logics of capital, its contradictions, and how the working class has and can seize on these contradictions to institute the revolutionary transition to communism. At the same time, he knew he couldn’t complete this project because no one can fully delineate capitalism so long as it exists, as capital is by definition a dynamic social relation. This is one aspect of capital that Marx and Engels’ marveled at in the Manifesto of the Communist Party:

“The bourgeoisie cannot exist without constantly revolutionising the instruments of production, and thereby the relations of production, and with them the whole relations of society. Conservation of the old modes of production in unaltered form, was, on the contrary, the first condition of existence for all earlier industrial classes. Constant revolutionising of production, uninterrupted disturbance of all social conditions, everlasting uncertainty and agitation distinguish the bourgeois epoch from all earlier ones. All fixed, fast-frozen relations, with their train of ancient and venerable prejudices and opinions, are swept away, all new-formed ones become antiquated before they can ossify. All that is solid melts into air, all that is holy is profaned, and man is at last compelled to face with sober senses his real conditions of life, and his relations with his kind” [6].

Indeed, when one reads the various outlines that Marx presented for Capital in the Grundrisse and elsewhere, it’s clear that Marx was taking on a project he knew he could never finish. He wanted to write volumes on the state, the world market, foreign trade, wages, the history of theory, and more. Even in the first volume of Capital, we see traces of Marx’s interminable studying in the various places he notes an absolutely crucial point—one we must understand—only to move on by acknowledging he can’t address it here and it will have to wait until later: until he’s studied some more. Sometimes, like when he brings up credit and rent in volume 1, he does return to them in volume 3. But other times he never does; he never found the time for more research.

The writings of Marx, Engels, and other Marxists still explain the workings of capitalism today because they get at the fundamental dynamics and contradictions and the tasks of revolution, the ones that remain the same as long as capital exists—even if they change their form here and there, or even if they take on different weight at different moments. And even though Marx couldn’t—and never claimed to—predict how capital would develop after his death, they remain fundamental cornerstones for not only revolutionary critique and analysis, but most importantly for revolutionary action. This is because, first, Marx’s exposition did get at the core unalterable dynamics of capital and, second, because Marxism develops by returning to research and studying, to inquiry, to tracing new lineages, discovering what Marx didn’t write about because of the research available to him, the moral or social standards at the time, the (many) times he was not in good health or financial circumstances, or the transformations he couldn’t totally foresee.

Marx’s own turns between inquiry and presentation were dictated not only by his health but by the ups and downs of the market and, most significantly, by the workers’ movement. After the failure of the 1848 bourgeois-democratic revolutions, after which Marx was exiled to England, he didn’t see the prospect of another revolutionary situation on the horizon and thus began his study of political-economy in earnest. With the capitalist crisis of the mid 1850s, he was forced to speed up his research. When the Paris Commune erupted on March 18, 1871, he left his work on Capital to write about that. After the first volume of Capital was published, the other two major works he wrote before he died were The Civil War in France (1871) on the Paris Commune and the Critique of the Gotha Programme (1875)–which wasn’t published until after Marx’s death but that circulated widely amongst the newly-formed Social Democratic Party. Marx even pushed the publication of the second volume of Capital back because he was waiting to see how the European and U.S. economic crisis of 1873 would turn out.

Research and presentation in Capital

Both books, however, represent different ways Marx engaged these distinct pedagogical processes. Consider, for example, the chapter in Capital on the working-day, where Marx announces that “between equal rights force decides” [7]. Up until this point, Marx has taken bourgeois political theory at face value, but here the reality of the struggle forces a leap so that the struggle for a “normal” working day is just that: a struggle between two antagonistic class forces. The chapter presents a narrative of the struggle in England throughout the 19th century, one that’s filled with contradictory alliances and betrayals, advances and defeats. It’s a struggle waged not by individuals but by collectives: capitalists and workers together through the mediation of the state. Moreover, in a footnote he acknowledges the role that Protestant ideology played in the process “by changing almost all the traditional holidays into workdays” and later the role of the anti-slavery struggle in the U.S. [8]. There’s nothing predictable or deterministic about any of this; and this is what we affirm when we say that class struggle is the motor of capitalism and the motor of revolutionary transformation.

Another example of the importance of research and inquiry within the largely linear presentation of Capital is the very last chapter, chapter 33. This chapter is concerned with Wakefield’s theory of colonialism. It’s a rather dry and short chapter. What’s interesting is that it follows from Marx’s most succinct narrative of revolutionary transformation in the previous chapter on the “historical tendency of capitalist accumulation.” In this penultimate chapter, Marx turns away from the historical empirical inquiry and presents a clear and concise dialectical and historical materialist analysis of the tendency of capitalist accumulation and how the contradictions of capitalism might result in particular revolutionary paths.

Marx begins chapter 32 with the scattered private property of individuals in petty manufacture, handicraft, and peasant labor. Together, these prevent the concentration of means of production, division of labor, and cooperation of labor (social labor), the formation of the collective laborer (the antagonistic subject), and so remains locked within the production and circulation of use-values.

Halfway through this first paragraph, Marx notes that “at a certain stage of development,” these property relations create “the material agencies for its own dissolution,” producing “new passions” that “the old social organization” prevents [9]. Individual private property is annihilated by capital and, through theft, colonialism, slavery, repression, and so on, centralized and concentrated by capital. At the same time, this produces the collective laborer and a social process of work that develops a universal (although not undifferentiated) social worker. As capital concentrates the means of production and the proletarian class, the latter’s rebellious nature grows. Capital is now a fetter on production:

The monopoly of capital becomes a fetter upon the mode of production, which has sprung up and flourished along with and under it. Centralization of the means of production and socialization of labor at last reach a point where they become incompatible with their capitalist integument. This integument is burst asunder. The knell of capitalist private property sounds. The expropriators are expropriated [10].

He ends the chapter with a speculation on the relative violence of both revolutionary processes. The centralization and concentration of capital was “incomparably more protracted, violent and difficult than the transformation of capitalistic private property… into socialized property” [11]. The former entailed the dispossession, theft, and exploitation of the many by the few, while the latter might entail the expropriation of the few by the many.

Rather than an empirical prophesy, however, it’s an articulation of contradictions; there’s nothing indicating a mechanical or deterministic prediction.

This is supported by the fact that, after this revolutionary clarion call to expropriate the expropriators, Marx then turns to a rather dull and uninspiring examination of Ebbon Wakefield’s theory of colonialism. Here he appreciates Wakefield’s theory for its honesty. Wakefield doesn’t try to hide the violence of colonialism or exploitation through notions of equal and free rights. He explicitly acknowledged the need for dispossession. Marx ends volume one by reminding us again that the capitalist mode of production and accumulation are based on expropriation, colonialism, genocide, and slavery. I read this as a return to research and to the antagonistic class forces that animate Marxist theory and practice. Ending with chapter 33, I think, implicitly tells us that the contradictions of capitalism—which can’t be solved within capitalism—can be pushed back and transformed through colonialism and imperialism. It’s an opening to return to studying, to inquiry.

The dialectic in chapter 32 may seem teleological and closed, but the brief exposition in chapter 33 undoes that. There are no guarantees, no objective determinants divorced from subjective differences or the class struggle.

Marx’s pedagogies in action

Marxist pedagogy is a never-ending alteration between inquiry and presentation. There’s no determinism, no mechanistic causality, no chronological and predictable unfolding of struggle. The entire project of Capital ends with a few dozen lines and then silence: an opening for study and inquiry. This opening, however, isn’t sufficient in itself, for the class struggle also needs to explain concepts, categories, tactics, strategies, and analysis. The key for Marx and for Marxist pedagogy is to keep these in tension, yet the tension will change depending on a host of circumstances.

Marx’s distinction between inquiry and presentation, are not irreconcilable opposites but dialectically related pedagogies. After all, one can’t study a text without first having learned to read. At the same time, learning to read is filled with moments of study. The first is clearer, so I’ll give an example of the latter from my own childhood. I remember learning that “rose” signaled not only a red and thorny flower but also the past tense of rise, and that a ruler referred not only to our main measuring device in school but also to a king, queen, or czar—and later to a state of class domination. I came to learn these are homonyms, or words that share the same spelling but different meanings. Even so, I’ve always found homonyms fascinating educational models that show how even within the developmental process of learning we can make room for inquiry.

An interesting historical example that highlights these divergent pedagogies and their implications for organizing comes from the split between the socialist and communist parties in the 1920s and how the Socialist and Communist Parties organized their youth groups. The Socialist Party believed that cadre had to present radical ideas to children so that children could join the struggle later, when they were older. The Communist Party, on the other hand, believed that children were political actors and agents in the here and now, and brought together inquiry and presentation. As Paul Mishler writes in Raising Reds:

“Rather than being simply educational institutions, controlled by parents and local party organizations, the Communist children’s groups were to be political organizations, fully integrated into the political structure of the party. Communist children’s groups would thus encourage children to engage in political as well as educational activity, and these groups would be separate from direct parental influence… ‘We are not only preparing the child for future participation in the class struggle;–we are leading the child in the class struggle now!” [12].

The Socialist Party maintained that children needed presentation before they could engage in their own action and inquiry, while the Communist Party, following Marx’s pedagogies, engaged children in presentation and inquiry through action. The learned and researched, not only in classrooms and study groups but in the streets as well.

We don’t need to turn to history to see the importance of keeping Marx’s distinct pedagogies in play, however, Consider how, in many organizing meetings, the logic of presentation dominates. I’m not referring to speeches or reading articles, but to the domination of the end goal and, more specifically, an end goal that has to be realizable and “winnable.” This shuts down the process of inquiry and, more specifically, revolutionary inquiry, by keeping us trapped in what we can win without overthrowing capitalism. It keeps us trapped within the present, unable to see beyond it.

As an alternative, we could start with the end goal of the total revolutionary transformation and restructuring of society. This isn’t winnable by any action, protest, campaign, etc., and so the end goal is there, but suspended; it’s not clear how exactly it unfolds. When we start here, with this goal in mind, we open ourselves up to the process of research that Marx held so dear and without which we wouldn’t have Marxism, let alone the Marxist theoretical and practical history on which we draw.

The key point is that Marx left us not only distinct yet dialectically related educational processes; he also offered us examples of navigating between the two, as well as the various factors that shape what ones we engage. It’s not that presentation or inquiry comes first or second, and it’s not that one is good and the other bad. The communist organizer, leader, or teacher has to deploy both depending on different external and class or site-specific contingencies. Sometimes learning must take precedence, and studying must be presented. At other times, studying must take precedence, we must be free to imagine alternatives, get lost in the possibilities, reach our dead ends, and open up inquiry to a new presentation and then to a new inquiry.

This might be what, in part, separates dogmatic Marxists from those who take it as a living, breathing document. The economists, for example, only learned Marx, while those who have made revolutions, or tried to, have engaged Marxism as an infinite well of studying.

Derek R. Ford is assistant professor of education studies at DePauw University and chair of the Education Department at the Hampton Institute. He’s written four monographs, the latest of which is Inhuman educations: Jean-François Lyotard, pedagogy, thought (Brill, 2021). More information can be found at www.derekrford.com

References

[1] Marx, K., & Engels, F. (1979). Marx and Engels to August Bebel, Wilhelm Liebknecht, Wilhelm Bracke and others (circular letter), trans. P. Ross & B. Ross. In Gerasimenko, S., Kalinina, Y., & Vladimirova, A. (Eds.). (1991). Marx and Engels collected works (vol. 45), pp. 394-408. New York: International Publishers, p. 408, emphasis added.

[2] Marx, K. (1867/1967). Capital: A critique of political economy (vol. 1), trans. by Samuel Moore. New York: International Publishers, p. 28.

[3] Hobsbawm, E.J. (1964). Introduction, in K. Marx, Pre-capitalist economic foundations, ed. E.J. Hobsbawm, trans. Jack Cohen (pp. 9-65). New York: International Publishers, p. 10.

[4] Althusser, L. (1971). Lenin and philosophy and other essays, trans. B. Brewster. New York: Monthly Review Press, p. 70.

[5] Negri, A. (1991). Marx beyond Marx: Lessons on the Grundrisse, trans. H. Cleaver, M. Ryan, and M. Viano. Brooklyn: Autonomedia, p. 9; 12. Negri was a leading theoretician and organizer of the “autonomous” school that participated in the Italian Civil War in the 1960s-70s before being falsely arrested in 1979 for kidnapping the former Italian Prime Minister Aldo Moro of the Christian Democratic Party. He was later exonerated, but was still facing 30 years in prison. Yet in 1983, he was elected to Parliament and used Parliamentary immunity to escape to France to continue researching and organizing. He only returned to Italy in 1997 to serve out his remaining (and bargained-down) 13 years to raise awareness of the political prisoners still being held behind bars. While in prison, he co-wrote the (in)famous book Empire with Michael Hardt.

[6] Marx, K., & Engels, F. (1848). The manifesto of the Communist Party,  In R.C. Tucker (Ed.). (1978). The Marx-Engels reader, 2nd. ed. New York: W.W. Norton, p. 476.

[7] Marx, Capital, p. 225.

[8] Ibid., p. 262 f2.

[9] Ibid., p. 714.

[10] Ibid., p. 715

[11] Ibid.

[12] Mishler, P. (1999). Raising reds: The Young Pioneers, radical summer camps, and communist political culture in the United States. New York: Columbia University Press, p. 31.

Miguel Cardona: More of the Same Neoliberal Education?

Picture © Devin Leith-Yessian

By Brandon Edwards-Schuth and Brad J. Porfilio

A collective sigh of relief and hope has been commonplace on Facebook from fellow educators and P-20 school leaders recently who have, rightly so, been disgusted with the Trump administration and then education secretary, Betsy DeVos. It has been a tumultuous four years filled with white supremacy, a neglected pandemic which the wealthy got richer from, multiple supreme court nominations of conservative judges who will impact generations to come, and so much else. On top of that, DeVos dedicated her tenure to “advance God’s Kingdom” through school reforms in favor of school choice vouchers for “greater Kingdom gain,” largely doing more to destroy public education with an intensifying of neoliberalism, i.e. privatize everything because ‘the free market’ is better than the state at providing social entitlements, such as education, to its citizens.

While a new administration and education secretary (especially someone that’s actually a teacher) is far better than Trump and DeVos, it’s actually a really low bar that’s been set. In doing so, we fear that many are too easy to welcome in Cardona without really considering his educational policies and who is involved, which we feel is largely a continuation of the neoliberal capitalist status quo in the U.S educational system that predates (though continued through) DeVos. To really understand the very likely trajectory of a future Cardona tenure as Secretary of Education under President Biden, we have to briefly go back and see the historical context building up to today.

The Obama Administration under the leadership of the 9th and 10th Secretary of  Education, Arnie Duncan (2009-2016) and John B. King (2016-2017), changed the direction of educational policy formation in the United States, as the Obama Administration “for the first time pressured states in a sustained way to undertake systemic change in their education systems and held them accountable for the academic performance of their students” (1). To the dismay of some teachers, parents, school administrators, and scholars, the Obama Administration’s agenda for education was designed to promote the corporate ascendancy over the United States educational system, instead of providing the vision and resources necessary to eliminate social inequalities and institutional forms of oppression, such as racism, ableism, classism, and cis-heteronormativity, which are truly responsible for educational disparities in the United States. For instance, in securing Arnie Duncan for the position of Secretary of Education, Obama secured a corporate cheerleader who supported market-based educational policies during his over seven-year tenure as CEO of Chicago Public Schools, such as increasing standardized testing, opening for-profit charter schools, and eliminating an elected school board in favor of Chicago Board of Education, which consisted of Chicago’s wealthy and powerful. One of the Obama Administration’s quintessential mandates that ceded corporate control over the US education system was Race to the Top (RTTP) a $4.35 billion dollar “competitive incentive program” launched in June of  2009. With many U.S. states grappling from a lack of resources for schools from the so-called “Great Recession,” 46 state governments applied for needed resources in exchange for supporting corporate-driven educational mandates, “including charter schools, college and career-ready standards and evaluations of teachers using student test scores.” Numerous CEOs and philanthropists used RTTP to increase revenue, to gain notoriety for allegedly providing additional opportunities for the most vulnerable students, and to control teaching and learning within K-12 educational institutions. For instance, The Eli and Edythe Broad Foundation became involved in educating leaders to support the charter school industry across the county, the Walton Foundation spent millions of dollars to expand charter schools; and Pearson incorporated created textbooks, test-prep materials and high-stakes tests to reap an economic windfall for arbitrating whether teachers and school officials are effectively educating children.

The Obama Administration also increased the likelihood that specific states would receive support under RTTP if they adopted a “common set of K-12 standards,” which were internationally benchmarked and that prepared students for colleges and careers. The Common Core State Standards (CCSS) became situated within the high-stakes testing climate, as specific assessments that were linked to CCSS became the chief barometer of whether teachers, schools, and districts were effectively educating children. CCSS in a test-polluted educational context had a debilitating impact on schools. They were responsible for teachers and leaders losing jobs, narrowing the curriculum to merely content on examinations, and educators losing the autonomy to create learning experiences designed to spark students’ creativity and intellectual curiosity. During Obama’s last year in office, John B. King Jr., did little to squelch market-driven educational approach to improving teaching and learning in the U.S. educational system. Instead, he just followed the same neoliberal path when he was New York State’s education commissioner from 2011-2014, King continued to support testing and accountability policies as a panacea for improving education as well as dismissing parents, students, schools and community organizers who believed opting-out of taking high-stakes test was vital to supporting their children’s intellectual and social development and to support teachers’ professional judgement to evaluate student learning and development. Near the end of Obama’s end in the Whitehouse, King attempted to appease those who criticized Obama’s top-down, corporate agenda for education by offering states grants to offer students “a well-rounded education and to provide additional social support to support mental care for students.” In the end, however, market-driven educational policy formations based on the ideals of accountability, competition, profit-motive and rugged individualism came to dominate how schools function in the United States.

Under the Trump Administration, Education Secretary, Betsy DeVos, had rolled back the federal government from playing a dominant role in the US educational system. However, she utilized an already strong corporate-base within educational agencies at the state and local levels to strongly pushed her libertarian “school choice” agenda through hundreds of millions of financial aid to various charter schools (including organizations aimed at opening new ones) and unaccredited for-profit schools, while at the same time attempting to cut $17.6 million in federal funding for the Special Olympics. DeVos has also capitalized on the COVID-19 pandemic to hasten the privatization of public education; even ending her tenure with giving more than a million dollars to a soccer club with no prior educational experience to startup a charter school. DeVos’s tenure was largely dominated by diverting enormous quantities of financial aid away from public schools and into private hands, which although not new, was done with such explicit intensity and excess that it was seen as repulsive.

This brings us to today, where Joe Biden’s candidate for Education Secretary, Miguel Cardona, is set to be heard by the Senate Health, Education, Labor and Pensions Committee on February 3rd, 2021. Son of parents who moved from Puerto Rico and whose father, Cardona Sr., was a police officer, Cardona is a former teacher, the youngest principal in the state’s history, and assistant superintendent for teaching and learning (2015-2019), and commissioner of education since 2019 in Meriden, Connecticut. While his teaching experience gives important merit, Cardona’s positions on educational policies have been largely a mystery to those in Washington D.C., though that is part of why he was chosen.

Historian of education and educational policy analyst, Diane Ravitch, in a Democracy Now! interview suggested that he was chosen by the Biden Administration for particularly “being non-controversial,” a particularly strategic move. Unlike Biden’s runner up choice, Leslie Fenwick, who has been a vocal opponent of charter schools and more, Cardona is seen as a non-controversial, safe pick who also hasn’t been clear on being for or against charter schools. This puts Cardona in a space where he can more fluidly appeal to most people across the political spectrum, so long as he does not support initiatives that challenge the hegemony of corporate practices, policies, and  social imaginary over the United States’ educational system. We see this when, during his educational administrative positions in Connecticut, Cardona “renewed every charter that was due and has not approved any additional schools for the legislature to consider opening.”  Furthermore, as an educator and Assistant Superintendent for Teaching and Learning, Cardona supported educational initiatives afforded minoritized learners additional access to educational opportunities, such as the ability to attend advanced-level courses, to attend “full-day kindergarten and offer more vulnerable children access to high-quality preschool,” without challenging the common-state standards and standardized tests, let alone unjust social formations, including racism and poverty, which are inhibiting the educational performance of BIPOC and other minoritized learners. It’s not hard to imagine the Biden Administration guide by Cordona’s leadership might not further the DeVos agenda, but at the same time probably won’t reverse course on the privatization of public education.

Cardona also gave a recent interview on Connecticut Public Radio’s Where We Live Podcast where he was open about some of his stances on education policies. Cardona’s comments make it clear he believes providing access to education is the chief lever for improving the quality of life of minoritized groups in U.S. society. For instance, he feels providing students additional opportunities to attend college and provide them “other career pathways'' will allow students to attain the “American Dream.” Clearly, Cordona is correct providing additional access to educational opportunities for BIPOC and other minoritized students may allow some to transcend their class status; yet, his belief in education access as a societal equalizer is misguided as it does not acknowledge how structures impediments, including unemployment, the dominance of low-paid service jobs, poverty, and lack of affordable housing, leave most citizens, even those who hold advanced degrees, from achieving the “American Dream.” Cardona also holds a similar perspective related to reopening schools in the midst of the global pandemic. He believes reopening schools is vital for the academic success of Black, Latino, and low-income children; but he overlooks larger structural conditions that inhibit students from low-income and racialized communities to succeed in schools, irrespective if they are physically open, including having to bear the brunt of more of their family members die and suffer from COVID. Another important consideration for reopening schools in the midst of the pandemic is if the schools that are reopened will continue to put the health and safety of children and communities at risk only to ensure the United States’ educational system will continue to support the interest of the political and economic elite over the well-being of working-class people. Perhaps, schools should only reopen if they are firmly committed to support the goals of border dissent movements, such as Black Lives Matter and Indigenous and environmental rights movements, which are committed to overturning systems of knowledge, structures, and institutions responsible for human suffering and environmental degradation. We also echo what Associate Professor of Urban and Multicultural Education in the Educational Studies Department at Macalester College in St. Paul, Minnesota, Brian Lozenski had said: “Otherwise, the reward of ‘safety’ is not worth the risk of perpetuating injustice.”

As educators ourselves, we hope that Cardona surprises us all by foregoing the neoliberal status quo and instead genuinely enact critical and progressive educational policies and emancipator pedagogies. Cardona ought to lift the mandate on standardized testing at least during this pandemic, but ideally indefinitely to combat the dominance of corporatism over the US educational system. Things like canceling student debt/free education at the very least, is long overdue in the fight for equity. Even further, implementing critical education rooted in decolonizing, abolitionist, anti-racist, anti-capitalist, and defunding the police (just to name a few) are some of the necessary components of an education aimed at genuine social justice that we ought to be demanding. For all the educators, scholars and leaders out there who are quick to accept Cardona as a beacon of hope and change, we urge skepticism and honesty. Cardona is certainly far more preferable to DeVos, but he was strategically chosen by the Biden Administration to not shake up the corporate ascendency over education and society too much. 

 

Notes

1. McGuinn, P. (2016). From no child left behind to the every student succeeds act: Federalism and the education legacy of the Obama administration. Publius: The Journal of Federalism, 46(3), 392-415.

 

Brandon Edwards-Schuth (He/They) is an educator, activist, and doctoral candidate in the Cultural Studies and Social Thought in Education program at Washington State University. b.edwards-schuth@wsu.edu

Brad J. Porfilio (He/Him) is the Director of the Ed.D. Leadership Program and Professor at San Jose State University. Porfilio16@aol.com

Reclaiming Hope in a Neoliberal Age

[Photo credit: Joe Brusky]

By Yanis Iqbal

In the second declaration of Havana - delivered on February 4, 1962 - Fidel Castro said, “It is the duty of every revolutionary to make the revolution.” Piercingly clear and searingly sharp - this statement demystifies our coldly scholastic and meek attitude toward socialism. In a world where leftists submissively mold themselves to the contingencies of history, Castro invites us to collectively dare for a firmly definite objective: overthrowing the bourgeoisie state. Such lucidity and precision - apart from organically integrating the ultimate goal of socialism into the planning of concrete action - foregrounds the little explored territory of hope - hope that love and solidarity will survive in the face of barefaced barbarism; hope that the masses will indignantly demand what is theirs; hope that the spirit of revolution will seep through the cracks of hunger and poverty.

Hope

The globalization of capital, the move toward post-Fordist economic arrangements of flexible specialization, and the consolidation of hyper-individualized culture has resulted in a shift from a politics of hope to one of despair. The drastic weakening of the Left has heralded a new age of defeatist literature, absolutely incapable of battling with shifting conjunctural equations. In sum, a historically informed understanding of capitalism and the immense power possessed by the wretched of the earth has given way to theoretical abstractions devoid of any sense of class struggle. What is urgently needed, therefore, is a re-affirmation of the potentialities for liberation and the crystallization of hope as an important element in the entire panorama of endless efforts.

In his book Pedagogy of Freedom, the great Brazilian educator Paulo Freire noted, “our being in the world is far more than just “being.” It is a “presence”…that can reflect upon itself, that knows itself as presence, that can intervene, can transform, can speak of what it does, but that can also take stock of, compare, evaluate, give value to, decide, break with, and dream.” Insofar that we constitute a living “presence”, we are capable of understanding structural conditionedness in depth, in its essence, detaching it from its contingent factuality, from its sheer concrete “being there”.

As human beings, we are conditioned by social relations, not determined by them; the past influences us and our actions, but does not determine those actions or what the future will bring. As soon as we grasp this fact and emerge out of our submersion in reality, we start to treat obstacles as problems rather than as givens and thus, gain the ability to act to change them as well as reflect on the consequences of that action. When we reclaim human agency, our day-to-day interaction with the existential universe acquires an element of hope: since the future is open-ended rather than closed, what we want to create always exists as a true possibility within the womb of our present society. The tomorrow which we want to see has yet to be fashioned by the transformation of today, the present reality. It is something not yet here but a potential, something beyond the barriers we face now, which must be created by us beyond the limits we discover.

Hope acts as the bond between the utopia we desire and the obscenely harsh reality we live in. It is a response to an existential reality that pushes a person forward in anger, indignation and just rage, forcing him/her to negate the ugliness of everyday life. Without hope, there is no possibility for resistance, dissent, and dialogue. It is the prerequisite for all forms of critical agency which aim to radically reconstitute our society. Hope expands the space of the possible, and becomes a way of recognizing and naming the incomplete nature of the present while providing the foundation for informed action. While despair is passive - we are the objects, closed in on by time in a way that we see as inevitable, hope is active - we exercise agency, piercing through time by seeing the alternatives, the possibilities available to us in moving beyond a particular obstruction.  

In Pedagogy of Hope, Freire says, “We need critical hope the way a fish needs unpolluted water… After all, without hope there is little we can do. It will be hard to struggle on, and when we fight as hopeless or despairing persons, our struggle will be suicidal. We shall be beside ourselves, drop our weapons, and throw ourselves into sheer hand-to-hand, purely vindictive, combat.”

Hope can never be divorced from practice and action. It is effective only when undergirded by struggle. Freire writes: “Hope, as an ontological need, demands an anchoring in practice. As an ontological need, hope needs practice in order to become historical concreteness. That is why there is no hope in sheer hopefulness. The hoped-for is not attained by dint of raw hoping. Just to hope is to hope in vain.” Thus, hope, rigorous and intellectual, requires struggle and action. It is not naïve optimism; it is critical and reflective action.

Hope must be concrete, a spark that not only reaches out beyond the surrounding emptiness of capitalist relations, anticipating a better world in the future, but a spark that also speaks to us in the world we live in by presenting tasks based on the challenges of the present time. In The Utopian Function of Art and Literature, the German philosopher Ernst Bloch argues that hope cannot be removed from the world. Hope is not “something like nonsense or absolute fancy; rather it is not yet in the sense of a possibility; that it could be there if we could only do something for it.”

The inseparability of hope from concrete struggle necessitates that it always be social in nature, rather than individual. Hope is not about individual aims, desires, or ambitions; it is beyond simply dreaming of a better day and into consciously thinking about how to work toward a collective vision. Hoping is not tied to having hope-for something, a state of mind that is closer to desire. Hope is concerned with a collective act of hope-in something, rather than with an individual future. It must be capable of producing people willing and able to expand and deepen their sense of themselves, to think of their socio-economic environment critically, to imagine something beyond their own self interest and well-being, to serve the public good, and struggle for an egalitarian future.

Utopia

Without hope, humans would despair in the face of their unfinishedness and would become immobilized. It is hope that helps in leading the incessant pursuit of the oppressed towards humanization. It is hope, in other words, that drives us ever onwards as travelers, wayfarers, seekers, in pursuit of completeness. In this pursuit of completeness, in this hope-driven search for fully realized humanity, education is extremely important. For Bloch, hope left to itself is undisciplined and “easily led astray”, taking the form of wishful, magical “meaningless hope” or, when manipulated by the bourgeoisie, a domesticated, privatized and “fraudulent hope”.

Hope may also manifest itself as passive patience while on the other it may take the form of an unfocused rebelliousness. Since such impatient hope is at risk of turning into defeatism, it needs to be bolstered by careful attention to and analysis of material data. A reckless false hope, an over-zealous hope fails to consider counter-acting forces and ends up in a welter of immobilizing frustration.

Education is, therefore, required in order to provide “contact with the real forward tendency into what is better”. By means of utopian images, hope can be educated, taught, “trained unerringly, usefully, on what is right”. Freire, too, argued that undisciplined, naïve, spontaneous hope needed education in order to connect it tightly to the project of humanization - to sharpen, clarify and illuminate its objective. The need for utopian, humanizing education is rendered all the more important because of the continual operation of dehumanizing forces. As the dominators “have nothing to announce but the preservation of the status quo”, they invariably try to cage the future and make of it “a repetition of the present”. In this context, “the struggle for the restoration of utopia [is] all the more necessary. Educational practice itself, as an experience in humanization, must be impregnated with this ideal”.

In The Politics of Education, Freire outlined what such a utopia can look like: “Revolutionary utopia tends to be dynamic rather than static; tends to life rather than death; to the future as a challenge to man's creativity rather than as a repetition of the present; to love as liberation of subjects rather than as pathological possessiveness; to the emotion of life rather than as cold abstractions; to living together in harmony rather than mere gregariousness; to dialogue rather than silence; to praxis rather than ‘law and order’; to men who organize themselves reflectively for action rather than men who are organized for passivity; to creative and communicative language rather than empty verbosity; to reflective challenges rather than enslaving slogans; and values which can be lived rather than to myths which are imposed.”

Informed by utopia, the language of hope becomes a medium of struggle of those who refuse to lose their grip on reality. This is the language of sound and sober hope, an educated hope grounded in a careful study of material conditions. Educated hope demands that the fact in which it believes be abandoned the moment concrete experience is against it. This method requires continual alertness to indicators that call hope into question and entail a change in praxis.

Faith in Class Struggle

In his book Beyond US Hegemony: Assessing the Prospects for a Multipolar World, Samir Amin states: “There are no ‘laws of capitalist expansion’ that assert themselves as a quasi-supernatural force. There is no historical determinism prior to history itself. Tendencies inherent in the logic of capital encounter the resistance of forces that do not accept its effects. Real history is therefore the outcome of this conflict between the logic of capitalist expansion and other logics stemming from the resistance of social forces that suffer the effects of such expansion.”

As is evident from the quotation, capitalism is not an essentially closed and immutable phase of history, standing above the vagaries of class struggle. Rather, it is a hegemonic arena of constant push-and-pull, open to the possibility of hope. When that hope is recognized by socialists, there emerges a “weak teleological force of open possibilities” - the belief that the collective struggle of the masses will steer the undecidedness of the world process toward a better future. Today, we need to reclaim hope so that we can navigate through the indeterminacy of history and prepare the working class for a revolutionary upheaval.

Yanis Iqbal is an independent researcher and freelance writer based in Aligarh, India and can be contacted at yanisiqbal@gmail.com

Black American Apathy and Internationalism

By Erica Caines

Republished from Hood Communist.

“…There is no “American dilemma” because Black people in this country form a colony, and it is not in the interest of the colonial power to liberate them. Black people are legal citizens of the United States with, for the most part, the same legal rights as other citizens. Yet they stand as colonial subjects concerning the white society. Thus institutional racism has another name: colonialism.”

-Black Power: Politics of Liberation.

For those organizing African people towards Revolutionary Pan-African Socialism, a Joe Biden presidency is not a win. It’s a detriment. Understanding neoliberalism breeds fascism would mean that it is a mistake for anyone alleged to be of a “radical politic” to celebrate Biden becoming the president-elect and, by extension, celebrating his running mate, Kamala Harris. Unfortunately, many Africans in the US have strapped themselves in willingly for a presidency that will attempt to be even more hawkish than the Barack Obama administration in every warmongering, drone-dropping, coup-backing, militarized-policing way.

Much of the issues around internationalism stems from a communal lack of political maturity, which helps one analyze their material conditions as they are. Furthermore, a lack of political education obstructs international solidarity with Africans and oppressed people globally. African people in the US make up a colonized nation not dissimilar to colonized nations always under attack by the strongarm of US imperialism and their western allies.

The US military and its 400 bases worldwide serve as occupiers in the same way the (overt) police state does in our neighborhoods. What is the difference between the US African Command (AFRICOM), which is said to “combat the War on Terror,” and militarized policing units like Operation Relentless Pursuit and Operation LeGend, both used in multiple cities across the country to “combat crime and domestic terrorism”? What is the difference between the murderous Israeli occupation of Palestine and the occupation of a colonized neighborhood in the US using IDF trained police units?

There is no difference.

The primary contradictions of imperialism have been distorted by dishonest conversations around “anti- Blackness,” as well as a new sense of American ‘pride’ found in Black Americans that assists in framing all geopolitical issues from an ‘us vs. them’ lens. Global and domestic imperialism are counterparts. African people’s allegiance to the US, and military enlistment, has always existed as a contradiction within the community. While it may be true historically African people were the least favorable to war, Obama’s presidency set the stage for a bold backing of US imperialism by way of patriotism from ‘Black America.’

Although most unite under hating Trump, many earnestly believe the US is worth saving. Mass “get out the vote” mobilizations across the country ensued to “stop full-blown fascism” by asserting a false sense of power in electing a majority unfavorable democratic candidate. The mainstream media announcement of Biden as the 46th president has caused a mass reactionary hysteria and sighs “of relief” that things may return to normal.

As the celebrations have been going on, despite Donald Trump not formally conceding, Biden’s team has been busy, too. Names for potential cabinet members who range from the center to the right have been circling the internet. Jim Clyburn and other democratic centrist moderates are currently vowing to protect the country from going “socialist” by pushing back against the messaging of “defund the police.” 

Benjamin Netanyahu and Narendra Modi have congratulated the presumed  president-elect and madame vice president-elect, promising even closer ties and relations. Both Netanyahu and Modi are fascists, in their own right, and part of a more extensive global expansion of fascist leadership, yet neither Biden nor Harris find an issue in continuing the existing relationships despite the very real murderous actions of both men in their prospective countries against Muslims. Coincidentally, alleged crimes against Muslims is the same propaganda use to be actively aggressive towards China and President Xi Jinping that Biden intends to continue with through the Indo-Pacific Command. 

Reactionary Internationalism: Fascists Narendra Modi and Benjamin Netanyahu congratulate Joe Biden and Kamala Harris on their presumed electoral victory.

Reactionary Internationalism: Fascists Narendra Modi and Benjamin Netanyahu congratulate Joe Biden and Kamala Harris on their presumed electoral victory.

With rumors of Dick Cheney potentially being an advisor to Biden on foreign policy, a majority conservative Supreme Court and a majority GOP senate would be a convenient cover for Biden’s actual geopolitics and non-plan for the poor working-class. Biden has built a career in the US government on criminalizing Africans and other colonized people in the US with the racialized “War on Drugs” through policy measures like the crime bill (domestically) and Plan Colombia (globally).

The “open-letter left,” which includes characters like Noam Chomsky and Medea Benjamin of CODEPINK, has decided, as a predominately white and economically stable coalition of signatures, to ignore historical materialism for the sake of ousting Trump. They have agreed that any policies that will place colonized people the most at risk, here and abroad, would be worth it so long as it’s not policies signed off on by Trump. Just like during the Obama era, the US left is proving itself useless in not only helping the masses comprehend imperialism but fighting against it by not voting for the man who has never seen a war he disapproved.

“Imperialism, which is the highest stage of capitalism, will continue to flourish in different forms as long as conditions permit it.  Though its end is certain, it can only come about under pressure of nationalist awakening and an alliance of progressive forces which hasten its end and destroy its conditions of existence.”  

- Kwame Nkrumah, Consciencism

‘Black American’ apathy through American exceptionalism creates that “sigh of relief” people express now. The indifference to wars and occupation is the result of a rupture in the ability for African people to make the connections between a man promising more policing as a campaign strategy during the height of mass uprisings against the police to his aggressive rhetoric towards nations like Venezuela, China, Iran, etc. Nor the US’ role in establishing brutal neocolonial leadership in the Global South and on the Continent.

It is becoming more and more evident that despite the strengthening calls to ‘Free Palestine’ and more recent actions to ‘End Sars,’ internationalism will again become a backburner issue. How will Africans in the US combat this and re-establish the anti-war internationalism politics that cemented the Black Radical Tradition and politics of the past?

First, we must ruthlessly attack the aversion to political education. The lack of understanding of the Third World struggles adjacent to the struggles of Africans in the US has resulted in liberal reactionary responses to anti-imperialism. Imperialism can not continue to be a vacuum issue by Africans living within the empire of the US. This isolated framing of the world prevents the practice of revolutionary internationalism – international solidarity against the same white supremacist forces that oppress Africans domestically. We are witnessing the frantic reactionary calls to “let people enjoy things” for the sake of identity reductionism.

A #BlackLivesMatter solidarity action in occupied Palestine drawing connections between the murders of George Floyd and autistic Palestinian youth, Eyad Al-Hallaq

A #BlackLivesMatter solidarity action in occupied Palestine drawing connections between the murders of George Floyd and autistic Palestinian youth, Eyad Al-Hallaq

Online discourse centered around anti-imperialism is met with push back primarily because people do not possess the political maturity to comprehend the ways imperialism materially affects their everyday lives and the importance of internationalism. Once Africans in the US understand themselves as colonized people on stolen land, there will be a more precise analysis of how liberation is sought and gained through tactics not tied to revolutionary internationalism – not to continuously voting for one’s demise.

For colonized people within the imperial core, there should be no allegiance to America.