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Extracting Profit: Imperialism, Neoliberalism and the New Scramble for Africa
A piercing historical explanation of poverty and inequality in African societies today and the social impact of resource-driven growth, Extracting Profit explains why Africa, in the first decade and a half of the twenty-first century, has undergone an economic boom. Rising global prices in oil and minerals have produced a scramble for Africa’s natural resources, led by investment from U.S., European and Chinese companies, and joined by emerging economies from around the globe. African economies have reached new heights, even outpacing rates of growth seen in much of the rest of the world. Examined through the lens of case studies of the oil fields of the Niger River Delta, the Chad-Cameroon Pipeline and the East African infrastructure boom, this period of “Africa rising” did not lead to the creation of jobs, but has instead fueled the extraction of natural resources, profits accruing to global capital, and an increasingly wealthy African ruling class.
Extracting Profit argues that the roots of today’s social and economic conditions lie in the historical legacies of colonialism and the imposition of so-called “reforms” by global financial institutions such as the World Bank and International Monetary Fund. The chokehold of debt and austerity of the late twentieth century paved the way for severe assaults on African working classes through neoliberal privatization and deregulation. And while the scramble for Africa’s resources has heightened the pace of ecological devastation, examples from Somalia and the West African Ebola outbreak reveal a frightening surge of militarization on the part of China and the U.S.
Yet this “new scramble” has not gone unchallenged. With accounts of platinum workers’ struggles in South Africa, Nigerian labor organizing and pro-democracy upheavals in Uganda and Burkina Faso, Extracting Profit offers several narratives of grassroots organizing and protest, pointing to the potential for resistance to global capital and fundamental change, in Africa and beyond.
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Role of African People in World Development
As African people most of us are brought up to believe many myths about ourselves. One of these is that we are poor because we never grew out of the dark ages. Another such myth is that we will always need European guidance because of our backwardness. Not only has there been a lot of research done within the last few decades disproving these myths but the constant forward and backward motions of various societies in the world proves that a new beginning is always “in the cards” when a forward-looking vision and a determined set of energies are released.
However, to be properly understood, all this must be put into historical perspective. This is what the author has done: starting from the early days of Egypt down to present day Southern Africa, he has analysed the long journey from development to underdevelopment and back towards development. The fact that European/North American domination has played such a large part in influencing the direction of this path, this manuscript is about both the history of African and European people as well as an economic analysis of foreign domination.
Given the extensive nature of this task the author has deliberately downplayed statistics as most of the empirical details stated are taken from the research work of reputable scholars, reference to which is constantly engendered, so that the reader could independently pursue the documentation of all aspects of the work.
Frederick Engels, the classical socialist philosopher, reflecting on the nature of scientific thinking stated:
“The analysis of nature into its individual parts, the grouping of the different natural processes and objects into definite classes, the study of the internal anatomy of organic bodies in their manifold forms, these are the fundamental conditions of the gigantic stride of our knowledge of Nature… But this method of work has also left us as legacy, the habit of observing natural objects and processes in isolation, apart from the connection with the vast whole; of observing them in repose, not in motion; as constants, not as essential variables; in their death, not in their life.”[i]
Most of the facts and events have been documented in numerous scholarly writings. But one item of his concern is that most of these works have in one way or other fallen prey to Engels’s criticism, either on grounds of limited geography or of limited history (tackling only a short period). However, what is more usual for the more bourgeois–influenced scholars is to limit their scope to one or two of the arbitrarily imposed “disciplines” of Economics, Anthropology, Sociology, Political Science, Psychology, etc.
Of course, it is understandable that the two types of limitations (geography and history) are not made without reason, as no one person could hope to cover a broad enough scope in a detailed and rigorous manner especially within easily readable limits. However, the need of scientists especially when covering as important a topic as the development process, to produce a work covering the broadest possible perspective.
Given limited resources, the author has attempted to do just that – albeit in an introductory manner. It is his hope, however, that more people start viewing development as a broad, holistic process and not just a phenomenon limited in space and time to economics or even political-economy. In this regard, the annual compilation of The Human Development Index by the UNDP whereby countries worldwide are ranked, not merely by GDP per capita – as is usually cited in classical bourgeois economics – but by Life expectancy, Fertility and Under-five Mortality Rates, Combined School Enrolment, Adult Literacy Rate, Urbanisation, and (generally) by a Human Poverty Index. This approach can only be viewed as a step in the right direction.
An extra bonus for readers is that I have included quotes from a cross-section of classical scholars on the development process. Hence, readers can follow up on these references to further edify themselves.
[i] Frederick Engels, Socialism: Utopian and Scientific (London: Swan Sonnenschein & Co., 1892), 406.
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The White Savior Complex in International Development: Theory, Practice and Lived Experiences
Uniting scholars and practitioners from around the world, this book will address white saviorism as one of the perennial underbelly challenges of the global development aid industry. The introduction by Kanakulya and Sondarjee will first develop the conceptual building blocks to understand white saviorism in international development. Section 1 will then address various theoretical issues such as false consciousness of white saviors, epistemological marginalization of black expertise, Islamophobia, and the links between whiteness and patriarchy. Section 2 will present personal accounts of how practitioners in the Global South have experienced white saviorism first-hand. The conclusion, written by Themrise Khan, will explore the implications of white saviorism for the future of international development practices. Overall, this book will analyze how development practices can undermine voices in the Global South and perpetuate a harsh myth of white superiority. The innovative chapters it encompasses will serve as a basis for more empirical work on white savior practices in international development.
CONTENTS
Section 1: Sociological and Philosophical Perspectives on White Saviorism in International Development
Chapter 1. False Consciousness and the Phenomenology of a White Savior Dickson Kanakulya, Department of Philosophy, Makerere University
Chapter 2. Islamophobia as a White Saviorism Leila Benhadjoudja, Assistant Professor, School of Anthropological and Sociological Studies, University of Ottawa
Chapter 3. Generous but Exploitative: Exploring White Saviorism, Neo-colonialism and the Right to Natural Resources in Uganda Robert Karuru, Lecturer, College of Humanities and Social Sciences, Makerere University
Chapter 4. The Matriarchy Complex. White Western Women in Development Themrise Khan, Independent Development Professional
Chapter 5. Smoking White Saviorism Out of Development Theoria and Praxis: Epistemological underpinnings and Emancipatory Insights Kizito Michael George, Lecturer, Department of Religious Studies and Philosophy, Kyambogo University
Chapter 6. Parallel Planet Destination for Donor and Recipients Interests Vianney Ahumuza, Lecturer, Department of Foundation Studies, Uganda Christian University
Chapter 7. Illicit Financial Flows and the Corrupting Effect of White Saviorism on International Trade Donald Omong Mark, Researcher at CED4, Systems Dynamics Group, University of Palermo
Chapter 8. White Saviorism in Aid Campaign, or how #KONY2012 Centered Western Experience Maïka Sondarjee, Assistant Professor, School of International Development and Global Studies, University of Ottawa
SECTION 2: “We Don’t Need to be Saved” An Anthology of Voices and Experiences from Development Practitioners in the Global South
Chapter 9-16. Contributions from South Asia, the Middle East and Africa (TBD upon approval of the concept note by the publisher)
CONCLUSION
How to dismantle the White Savior Complex? Themrise Khan (ed)
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Being human after 1492
Richard Pithouse’s extraordinary overview of the what is means to be human after 1492:
… On 9 August 2014, Michael Brown, an unarmed black man, was shot dead by a white police officer in Ferguson, Missouri. The movement that grew out of the rebellion that followed inaugurated a new sequence in the struggle against racism in the United States. As with previous sequences in that struggle it quickly acquired an international dimension, including here in South Africa. One aspect of this international moment has been an urgent confrontation with the reality that what Césaire called ‘abstract equality’ does not, on its own, mark an end to the racialization of life.
In the United States, and elsewhere, there is a sense that history is as present as it is past. Just over a decade ago, Baucom observed that “what-has-been is, cannot be undone, cannot cease to alter all the future-presents that flow out of it. Time does not pass or progress, it accumulates”. It is the sense that time accumulates into the present that has often led to the invocation of William Faulkner’s famous line from Requiem for a Nun in discussions about race: “The past is never dead. It’s not even past.”
The past does not merely haunt or shape the present via the enduring power of deep and impersonal structural forces. Across Europe, and in settler societies like Australia, Brazil and the United States, racism is an increasingly explicit and menacing presence at the centre of political and social life. White revanchism has rallied, often under demagogic leadership, to secure the racial order that emerged from the event of 1492. It has already resulted in Brexit in England, the impeachment of an elected President in Brazil and the election of a figure as grotesque as Trump in the United States.
We will not be able to transcend the epoch that began in 1492 without a politics that can confront and defeat this revanchism. And we will not have transcended this epoch until “things, in the most materialistic meaning of the word” are, as Fanon insists, “restored to their proper places”. But the catastrophe from which we are all derived is not solely a matter of material dispossession and accumulation. As Michael Monahan argues, in conversation with Wynter, “the history of colonialism is also the history of the emergence of the idea of Europe and of Europeans, and . . . it is such ideas and cultural practices that inevitably shape our consciousness, conditioning what counts as normal and, ultimately, as rational”.
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Under-Education in Africa: From Colonialism to Neoliberalism
Under-Education in Africa: From Colonialism to Neoliberalism is a collection of essays on diverse aspects of educational systems that were written over a period of four and a half decades, written from the point of view of an activist educator.
With the focus on Tanzania, they cover education in the German colonial era, the days of Ujamaa socialism and the present neo-liberal times. Themes include the social function of education, the impact of external dependency on education, practical versus academic education, democracy and violence in schools, the role of computers in education, the effect of privatization on higher education, misrepresentation of educational history, good and bad teaching styles, book reading, the teaching of statistics to doctors and student activism in education.
Two essays provide a comparative view of the situation in Tanzania and the USA. Linking the state of the educational system with society as a whole, they explore the possibility of progressive transformation on both fronts. They are based on the author’s experience as a long-term educator, his original research, relevant books, newspaper reports and discussions with colleagues and students.
The author is a retired professor of medical statistics who has taught at colleges and universities in Tanzania and at universities in the USA and Norway.
Table of Contents:
– Abbreviations
– Preface
– Introduction
– Education and Colonialism
– Education and Ujamaa
– Education and Democracy
– Education and Dependency
– Education and Violence
– Education and Privatization
– Education and Computers
– Education and America
– Education and Debate
– Education and History – I
– Education and History – II
– Education and Reading
– Education and Educators
– Education and Activism – I
– Education and Activism – II
– Education and Liberation
– References
– Author ProfileA collection of essays from an educator-activist that takes us back to one of the richest periods of African intellectual debate about knowledge and colonization, the early 1970s at the University of Dar es Salaam, with valuable lessons for today.
– Budd L Hall, PhD, Professor Emeritus, UNESCO Co-chair in Community‑Based Research and Social Responsibility in Higher Education, University of Victoria, Canada
This is a timely, broad ranging, provocative series of essays about under-education in Africa. The author’s lived experiences, particularly in Tanzania, form a rich base for much of the critical contextual analysis. New generations of scholar-activists in Africa and elsewhere are urged to learn from history, to debate, to question and strive, with passion and hope, to attain a just, more egalitarian world.
– Shirley Walters, Professor Emerita, University of Western Cape, South Africa
An inspiring collection of vivid stories and profound critiques of education from a committed scholar-activist who draws upon a lifetime of engaged learning, teaching, research and debate. Revealing how under-education has been spawned by global capitalism, it also inspires hope and offers strategies for educational and social change in Africa and beyond.
– Pat Saul, UDSM graduate, teacher and community activist for social change, Toronto
A dedicated and passionate educator and scholar activist, Karim Hirji explores the connection between education and a dependent economy, and the systematic de-education of the Tanzanian and African masses during the colonial and post-colonial periods up to the present day. Broad structural analysis of underlying factors such as social and economic injustice, political accountability and neoliberal policy is combined with concrete investigation of the challenges facing students and teachers at all levels of the education system and ends on a positive note, “dare to dream.”
– Marjorie Mbilinyi, Professor of Education, University of Dar es Salaam (1968-2003), independent researcher and writer
Karim Hirji’s erudite yet accessible collection of essays is bound to become an essential companion and a classic for all concerned with the underdevelopment of Africa and its educational doppelganger, under-education. His dialectical, fine-grained and multi-scalar analysis of educational issues traverses the period of colonialism, the first flush of independence through neo-colonialism to present day capitalist neoliberalism. It is a milestone in connecting past and present struggles through the tools of political economy. While the essays focus on Tanzania, they have continental resonance and remain globally relevant.
The essays draw inspiration and critical lessons from many countries. Hirji’s education commentary is grounded in a dedicated praxis of over forty years. The collection reflects this breadth of experience and the depth of multifaceted struggles. It embraces many pertinent issues valuable for contemporaneous endeavours against miseducation as these relate to democracy, dependency, violence in schools, the privatisation and corporatisation of education, the uses and abuses of technology, cultural imperialism, academic dissent, publishing, reading and the qualities of an effective teacher.
Written in a register that exudes deep honesty, wisdom, self-critical reflection and borne out of collective struggle, the essays are indispensable to confront the current obfuscations, falsifications and the dominant right wing and indeed neo-fascist assaults on meaningful education and reason. The ideas and practices of Hirji and his fellow activist scholars such as Shivji, and the much missed AM Babu and Walter Rodney remain germane today and will leave a solid legacy for future generations to build on.
Despite these bleak, dire and precarious times, this remarkable collection is an antidote to despair. Hirji’s injunction, not to lose hope is also a clarion call to action and a firm belief that, to quote Hirji, “…the struggle is a long term one; there are bound to be ups and downs. But ultimately, Africa and its people will triumph.”
– Salim Vally, Professor and Director, Centre for Education Rights and Transformation, University of Johannesburg, South Africa
“This book will be of interest to readers in search of critical perspectives on education in Tanzania and Africa more widely. It invites the policymakers, teachers and students of today to erase their ‘ideological blinders’. For fellow citizens and observers of Tanzania, it elucidates the ideology of ‘education for self-reliance’ in practice. And, as an authoritative text on under-education, it makes an important contribution to the debates on transformative education and knowledge production in Africa as a whole.” Ahmad Kipacha Senior Lecturer in the School of Business Studies and Humanities at the Nelson Mandela African Institution of Science and Technology in Arusha.
REVIEWS
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The Travails of a Tanzanian Teacher
The Travails of a Tanzanian Teacher is a riveting account of the bumpy first decade of the work life of Karim F Hirji, a retired Professor of Medical Statistics. Filled with a distinctive variety of eye-opening episodes, it covers lecturing at the University of Dar es Salaam, the life of a political exile in a remote rural area and the challenges of setting up from scratch a one-of-a-kind educational institute in Africa. With a style that seamlessly combines the personal with the general, Hirji provides an illuminating description of different aspects of the Tanzanian political, educational, economic and rural landscape during the 1970s. Starting with a commentary on teacher training, he concludes with a critical comparison of modern university education in the nation with that of the earlier era.
You can read this book online for free.
A clearly written, excellently illustrated, valuable and absorbing reflection upon a rich lifetime in teaching that deserves an international audience. Richard Pring, Emeritus Professor at the Department of Education, and Emeritus Fellow of Green Templeton College, University of Oxford.
The remarkable life of a principled Tanzanian educator told with emotion and humor. Peter Lawrence, Professor Emeritus of Development Economics, Keele University UK and Lecturer in Economics, University of Dar es Salaam, 1970-72.
Karim Hirji’s account of four decades of teaching in post-colonial Tanzania is a timely call on teachers to: “educate in ways that will promote equality and social justice”. Dr Anne Harley, Paulo Freire Project, Centre for Adult Education, University of KwaZulu Natal, South Africa.
Ngũgĩ wa Thiong’o with Rosa Hirji, holding a copy of The Travails of a Tanzania Teacher i. -
The Enduring Relevance of Walter Rodney’s ‘How Europe Underdeveloped Africa’
Soon after its publication in 1972, Walter Rodney’s How Europe Underdeveloped Africa gained global popularity among students, scholars, activists and people concerned with African affairs. His innovative application of the method of political economy transformed the paradigm for rendition of the continent’s past. Because it stridently took the traditional historians and the prevailing neo-colonial order to task, it was also pilloried by the defenders of the status quo. And, in these neoliberal times, mainstream scholars and pundits proclaim that it is no longer relevant for Africa.
In Walter Rodney: An Enduring Legacy, Karim Hirji makes a systematic case that, on the contrary, Rodney’s seminal work retains its singular value for understanding where Africa has come from, where it is going, and charting the path towards genuine development for its people. After giving a broad picture of Rodney and his times, Hirji examines in detail the criticisms levelled against his work, and conducts a focused review of modern day textbooks on African history. It is seen that most of the claims against Rodney lack a sound basis and that direct representations of his ideas are replete with distortions, unfair selectivity and political bias. Yet, the long term influence of Rodney on African history is unmistakable.
Hirji’s succinct, coherent defence of an intellectual giant who lived and died for humanity is an essential read for anyone with an interest in Africa and related regions.
You can read this book online for free.
Soon after its publication in 1972, Walter Rodney’s How Europe Underdeveloped Africa (HEUA) gained global popularity among progressive students, scholars and activists, and people concerned with African affairs. His innovative application of the method of political economy was a prime contributor to shifting the paradigm for rendition of the continent’s past as well as for visualizing its possible trajectory. Because it stridently took the traditional historians of Africa and the prevailing neo-colonial order to task, it was also vociferously criticized by the defenders of the status quo.
In these neoliberal times, its visibility has waned. Mainstream scholars and pundits from and outside of Africa proclaim that it is no longer a relevant work for Africa. In Walter Rodney: An Enduring Legacy, Karim Hirji makes a systematic case that, on the contrary, Rodney’s seminal work retains its singular value for understanding where Africa has come from, where it is going, and charting a path towards genuine development for the people of Africa.
Hirji considers Rodney in his unitary persona as a historian, theoretician and activist. He begins by outlining the publication history and contents of HEUA, and noting the comments it has drawn from varied quarters. This is followed by a depiction of the global context within which it saw the light of the day and the flowering of progressive thought and vision in those vibrant times. The retrogressive reversal, in thought and social reality, that has transpired since then is summed up next. An assessment of how HEUA has weathered this storm is also provided.The next chapter presents a brief portrait of Rodney as a revolutionary, with the focus on his seven years at the University of Dar es Salaam. This is followed by an overview of the methodological framework utilized in HEUA.
These five chapters lay the foundation for the main substantive part of Hirji’s book. This part begins with a detailed evaluation of the criticisms that have been levelled at HEUA. Subsequently, by a review of eight textbooks of general African history in common use today is provided. The aim here is to assess the persistence, if any, of ideas of the type promoted by Rodney in such books and identify the manner in which HEUA is directly depicted therein. Do these books give an adequate and fair depiction of Rodney to modern day students?
The penultimate chapter argues for the continued relevance of Rodney and his seminal text for Africa (and the world) in this anti-people, pro-capital, pro-imperial neoliberal era. Hirji concludes with a lively account of his own interactions over six years with Walter Rodney. With the focus on the issue of building socialism in Tanzania, a key dimension in the evolution of Rodney’s thinking is described in a critical spirit. The fundamental question addressed is, in our often dark, demoralizing political environment, what do Rodney and his life have to teach us on the matter of navigating between hope and struggle?
The conclusion emerging from this book is that in the first place most of the criticisms of the content, style and practical value of HEUA lack merit. The representation of Rodney in mainstream books is as well replete with distortions, unfair selectivity and political bias.
Despite these misrepresentations, Rodney and his ideas retain their signal value for understanding African history, for engaging with its present day conditions, and for projecting distinctive future scenarios for the continent. Hirji’s succinct work is a consistent, coherent defence of an intellectual giant, an astute historian and a compassionate revolutionary who lived and died for humanity. It is an essential read for anyone with an interest in African history, and the fate of Africa and the regions that are historically related to it.Walter Rodney: An Enduring Legacy
Karim F HirjiCONTENTS
Preface
1. The Book
2. The Global Context
3. A Grand Reversal
4. Rodney, the Revolutionary
5. Rodney and Historiography
6. Criticisms of the Book
7. Rodney in the Classroom
8. Contemporary Relevance
9. Hope and Struggle
Major Writings of Walter Rodney
References
Author Profile