The US 1619 project is aimed at making visible the erasure of Black history and contributions of Africans to early America. Seldom noted, it was the Virginia Company that directed the labour of Africans first arriving on the White Lion that year – Virginia was not merely a generic [...]
Value did not destroy slavery, human actions did. My point is that those actions were mediated by value relations. It is high time to see capital in history again both in past and present. Perhaps all the more so now, that the combined crises of world democracy, world governance and global ecology demand collective action, but collective action seems insufficient to resolve them on its own.
Just as the profit imperative coldly choreographs the economic encounter, the test score imperative subtracts autonomy from the educational equation. The process of producing test scores deprofessionalizes teachers, disengages students, and mechanicalizes the art of teaching and learning. Teachers are tasked with transforming disimpassioned pupils into rote learners. Instruction becomes a means to the end of testing like the production of goods and services is a means to the end of profiting.
To realize the Right to Development, capitalist relations of production must be transcended, and socialism established.
Food banks delude the public into thinking food insecurity and hunger are being managed. Food banks allow governing authorities off the hook. Instead of passing laws and regulations and developing policies to reduce poverty and low wages, governments contribute funding to food banks.
My reading of 2011 in Libya suggests that the events did not produce something different, rather they largely emerged whilst more radical visions for the postcolonial future of the country had been gradually defeated. As it stands, capitalism’s promise of inclusion to the Global South is premised on the structural imperative to dominate it. Thus wars, sanctions and liberal interventions will continue to define the promise of capitalist modernity that haunts the present and future of the Global South.
The expansion of EdTech is built upon a longer-standing process of creating markets for schooling. Here a combination of markets and EdTech has served to standardize education, disrupt the connections between schools and local communities, deskill labour, and disadvantage marginalized groups.
The growing concentration of value and knowledge in a few big corporations that became intellectual monopolies induced different forms of academic capitalism. I present three types of academic capitalist university – teaching institutions, subordinate research universities, and academic intellectual monopolies – and explore the consequences for knowledge as commons and for academic workers, all of which have worsened during the Covid-19 pandemic.
The new Chinese land reform and the attendant countermovement have given rise to a new round of rural struggles over land and livelihood security. These constitute an integral part of the movement of the Chinese working class, of which the 290 million rural workers are a major force.
I wrote Critical Reflections on Economy and Politics in India: A Class Theory Perspective (published by Brill in 2020) as an attempt to ‘apply’ to the Indian context, some of the general ideas about class presented in my Marxist class theory for a skeptical world (published in 2017). Many scholars argue [...]