In Praise of Marx

The Chronicle of Higher Education: In Praise of Marx

by Terry Eagleton

Praising Karl Marx might seem as perverse as putting in a good word for the Boston Strangler. Were not Marx’s ideas responsible for despotism, mass murder, labor camps, economic catastrophe, and the loss of liberty for millions of men and women? Was not one of his devoted disciples a paranoid Georgian peasant by the name of Stalin, and another a brutal Chinese dictator who may well have had the blood of some 30 million of his people on his hands?

The truth is that Marx was no more responsible for the monstrous oppression of the communist world than Jesus was responsible for the Inquisition. For one thing, Marx would have scorned the idea that socialism could take root in desperately impoverished, chronically backward societies like Russia and China. If it did, then the result would simply be what he called “generalized scarcity,” by which he means that everyone would now be deprived, not just the poor. It would mean a recycling of “the old filthy business”—or, in less tasteful translation, “the same old crap.” Marxism is a theory of how well-heeled capitalist nations might use their immense resources to achieve justice and prosperity for their people. It is not a program by which nations bereft of material resources, a flourishing civic culture, a democratic heritage, a well-evolved technology, enlightened liberal traditions, and a skilled, educated work force might catapult themselves into the modern age.

Is an Emancipatory Communism Possible?

Is an Emancipatory Communism Possible?
A talk by Allan Armstrong

Wednesday, April 13th at 7:00 PM

at TRS, Inc, 44 East 32nd Street, 11th Floor
Manhattan (between Madison & Park Avenues)

Presented by Marxist-Humanist Initiative & The New SPACE

===========

Mention of the word “Communism” today conjures up visions of tyrants. Young people, even when they clash violently with the representatives of global capitalism in Seattle or London, call their protests “anti-capitalist,” not communist. However, anti-capitalism is not enough. Revolutions can lead to
immediate feelings of intense liberation, but they are usually followed by much longer periods of defense, setbacks, and painful reconstruction. The 20th century was the “Century of Revolutions,” but it eventually produced so little for humanity at such a high cost, that it is not surprising that many are very cautious, despite growing barbarism.

Allan Armstrong will argue that it is vital that we outline a genuine new human emancipatory communism, which takes full stock of the failings of both “official” and “dissident Communism,” and which can persuasively show that human liberation can still be achieved. He will explore Marx’s vision, particularly as detailed in his “Critique of the Gotha Program,” which emphasizes the need to break with capitalist production relations rather than expecting a new society to come about through political changes.

Allan Armstrong, a republican, Scottish internationalist, and communist, is currently co-editor of Emancipation & Liberation, the journal of the Republican Communist Network. He is also involved with the commune, a collective dedicated to outlining a new communism for the 21st century. Armstrong is the author of “Why We Need a New Emancipatory Communism” and “The Communist Case for ‘Internationalism from Below

Critical Education article examines Obama education agenda

In the latest issue of Critical Education, Brad J. Porfilio and Paul L. Carr analyze the Obama education agenda as a manifestation of the dominance of neoliberal ideology.

Critical Education
Vol 2, No 3 (2011)
Table of Contents
Audaciously Espousing Hope within a Torrent of Hegemonic Neoliberalism
Brad J. Porfilio, Paul L. Carr

Abstract

It has been over eighteen months since Barack Obama defeated John McCain in the US presidential election. Since this period of time, the Obama administration has implemented, proposed, and supported a spate of educational reform measures, including increasing the length of the school year, tying school funding to K-12 students’ performance on high-stakes examinations, firing teachers, gutting teacher unions and closing schools, opening charter schools, and tying teachers’ evaluations to students’ performance on standardized examinations. Despite the Obama administration’s active involvement in shaping educational circles, there has been a dearth of critical analysis in relation to Obama’s leadership and his educational agenda. In this essay, we illustrate how the Obama administration’s educational vision is a manifestation of the dominance of neoliberal ideology over most elements of social life for the past 30 years. We believe our critical analysis of US political leaders’ and their constituents’ support of the corporate takeover of US schools gives those interested in education the power to strive for democratic and transformative experiences for all students.

Recent links from Historians Against the War

Here are a couple of notes plus our latest set of links to recent on-line articles of interest.

1. Groups or individuals on more than 100 campuses have arranged for local participation in the “Fight Back USA” national teach-in being organized for April 5, to be hosted by Frances Fox Piven and Cornel West and live-streamed. Information is at http://fightbackteachin.org

2. The HAW Steering Committee has voted to co-sponsor a “Ground the Drones, End the Wars” march and rally on Friday, April 22 at Hancock Air National Guard Base in Mattydale, NY (outside Syracuse). Information is at http://upstatedroneaction.peaceworksrochester.org/flyers/Ground_the_Drones.pdf

Links to Recent Articles of Interest

“A Debate on U.S. Military Intervention in Libya: Juan Cole vs. Vijay Prashad”
On Democracy Now, posted March 29

“The Unfolding Crisis in Libya”
By Gary Leupp, CounterPunch.org, posted March 28
The author teaches history at Tufts University

“The West’s ‘Double Standards’ in Middle East”
By Mark LeVine, English.Aljazeera.net, posted March 28
The author teaches history at the University of California, Irvine

“An Open Letter to the Left on Libya”
By Juan Cole, Informed Comment blog, posted March 27
The author teaches Middle East history at the University of Michigan

“American Thought Police”
By Paul Krugman, New York Times, posted March 27
On the Wisconsin Republican Party’s attack on historian William Cronon

“Libya Remembers, We Forget: These Bombs Are Not the First”
By Mark Mazower, The Guardian, posted March 25

“Social Science and the Libyan Adventure”
By Stephen M. Walt, ForeignPolicy.com blog, posted March 24

“Why Nothing Good Will Come of This Intervening in Libya”
By Vijay Prashad, CounterPunch.org, posted March 23
The author teaches history at Trinity College

“The ‘Kill Team’ Photographs”
By Seymour Hersh, The New Yorker blog, posted March 22

“Libya in the Balance”
By Nicholas Pelham, Middle East Research and Information Project, posted March 15
Has much historical background on the Gaddafi regime

Additional note from EWR:
More on “The Kill Team” at Rolling Stone: How U.S. soldiers in Afghanistan murdered innocent civilians and mutilated their corpses – and how their officers failed to stop them. Plus: An exclusive look at the war crime photos censored by the Pentagon

A CALL TO LEARN, A CALL TO ESCALATE ACTION

A CALL TO LEARN, A CALL TO ESCALATE ACTION

http://www.fightbackteachin.org/

Wall Street Banks, American corporations and their political allies have declared a one-sided war on the American people. This war is being waged at our schools and colleges, on public employee unions, in our workplaces and in our communities.

Today, Americans are working harder and earning less while corporate profits soar. Homeowners, consumers and students are seeing their wealth being stripped away by banks. Our government plunges into debt waging trillion dollar wars. Meanwhile, our infrastructure erodes, climate change proceeds unchecked, our schools, daycare centers, senior facilities, clinics, parks and emergency services are all starved while corporations and elites get billions in tax breaks!

“Austerity” policies falsely suggest that spending on social needs is the reason why governments– at all levels– are facing massive budget short falls. NO! Our debt and deficit problems are a direct result of corporate tax breaks and extortionist bank practices that have lead to a scandalous and unprecedented transfer of wealth– from hardworking Americans to the richest segments of US society.

The courageous actions by the citizens in Wisconsin are an inspiring defense of the core values of this country: a civil society based on freedom of association, healthy and stable communities that value public services and the public good.

The outpouring of support nationally shows the possibilities for challenging deepening economic inequality and political marginalization of the majority of the American people. We are on the cusp of a great movement to resist and roll-back the corporate domination by banks, energy companies and war profiteers.

To join that movement and escalate the activism planned in the days, weeks and months ahead we are organizing a “National Teach-in on Debt, Austerity and How People Are Fighting Back. The live web cast Teach-in will be streamed on Tuesday, April 5th, 2011, from the Judson Memorial Church in New York City, beginning at 2:00 PM EDT. Admission to Judson is free. Social justice experts and activists from around the country will be hosted by moderators FRANCES FOX PIVEN and CORNEL WEST in New York City through a live web cast that you can join by organizing a teach-in on your own campus.

Red scare at Georgia university

Inside Higher Ed: The Would-Be Provost Who Quoted Marx

“In the university, the higher up the hierarchical structure, the more one has decision-making power and the further one is from the actual ‘work’ (discovering and disseminating knowledge).”

Timothy J. L. Chandler, the co-author of a 1998 journal article with that quote about university hierarchies, is going to stay a step closer to actual work. On Thursday, he announced that he is turning down the position of provost at Kennesaw State University — in part because of furor set off in the local area over the article, which applies class analysis and several times cites Marx.

HAW Notes 3/18/11: Links to recent articles of interest

Recent articles recommended by Historians Against the War:

“Revealed: US Spy Operation That Manipulates Social Media”
By Nick Fielding and Ian Cobain, The Guardian, posted March 17
On a Pentagon contract for the creation of false on-line identities, known as “sock puppets”

“Korean War Coverage Was Distorted and Suppressed”
By Sherwood Ross, OpEdNews, posted March 17
Based on interviews with Korean War historian Bruce Cumings of the University of Chicago

“How the Japanese Learned about ‘Nuclear Safety’”
By Lawrence S. Wittner, History News Network, posted March 17
On the 1954 “Lucky Dragon” nuclear incident; the author is an emeritus professor of history at SUNY Albany

“Smoking Out Vietnam War Truths”
By Nick Turse, Asia Times Online, posted March 12

“The Mythic Lure of the ‘No-Fly Zone’”
By Ira Chernus, History News Network, posted March 14

“Fissures in the Arab Revolt”
By Vijay Prashad, CounterPunch.org, posted March 11
Historical background on Libya and especially Bahrain; the author teaches South Asian history at Trinity College

“The Shameful Abuse of Bradley Manning”
By Daniel Ellsberg, The Guardian, posted March 11

The Arab Spring”
By Rashid Khalidi, The Nation, March 21 issue, posted March 6
The author teaches the history of the modern Middle East at Columbia University

“The Long History of Labor Bashing”
By Nelson Lichtenstein, The Chronicle Review, posted March 6
The author teaches history at the University of California Santa Barbara

“The Middle East Revolutions in Historical Perspective: Egypt, Occupied Palestine, and the United States”
By Herbert P. Bix, Asia-Pacific Journal, February 21
The author is a former Pulitzer Prize-winning historian who now teaches at Binghamton University

Rouge Forum Dispatch: Endless War and Barbarism or Community and Resistance!

Dear Friends,

For those who must go teach on Monday and seek to make sense of current conditions with students, for those who simply want to walk out into the world, armed with some ideas that might make it better, this special dispatch, and the one just before it, should be of considerable help. http://www.richgibson.com/blog/

Now, we can say again: The education agenda is a war agenda. It is a class war and empire’s war agenda.

New articles recommended by Historians Against the War

“What Governor Walker Won’t Tell You”
By Stanley Kutler, Truthdig.com, posted February 21
The author is a professor emeritus of history at the University of Wisconsin

“They’re Doing It Without Us”
By Andrew Bacevich, Los Angeles Times, posted February 20
The author teaches history and international relations at Boston University

“Lessons for Wisconsin from the Flint Sit-Down Strikes of 1936-37”
By Mark Naison, History News Network, posted February 21
The author teaches history at Fordham University

“The Great Arab Revolt”
By Juan Cole, The Nation, posted February 17
The author teaches Middle East and South Asian history at the University of Michigan

“Twenty-Eight Hours in Tahrir”
By Mark LeVine, Aljazeera.net, posted February 11
The author teaches history at UC Irvine

“Pox Americana: Driving Through the Gates of Hell and Other American Pastimes in the Greater Middle East”
By Tom Engelhardt, TomDispatch.com, posted February 7

“The Myth of Stability vs. Democracy in U.S. Foreign Policy”
By Ira Chernus, History News Network, posted February 7

“Arab Dictatorships under Fire in the New Information Age”
By Stuart Schaar, Economic and Political Weekly, posted February 5
The author is a professor emeritus of Middle East and North African history at Brooklyn College

“Why Egypt 2011 Is Not Iran 1979”
By Juan Cole, Informed Comment blog, posted February 2

“Popular Uprisings in Egypt’s Recent History”
By Robert Tignor,” History News Network, posted January 31
The author is a professor emeritus of history at Princeton University

New issue Critical Education

Check out the latest issue of Critical Education, which includes Kelly Norris’ article “Meaningful Social Contact” as part of CE’s series “A Return to Educational Apartheid? Critical Examinations of Race, Schools, and Segregation”.

Critical Education
Vol 2, No 2 (2011)
Table of Contents

A Return to Educational Apartheid? Comments from the Series Co-Editor
Doug Selwyn
Abstract
Selwyn, co-editor of the “A Return to Educational Apartheid?” series, pays tribute to Critical Education Associate Editor Adam Renner and introduces the latest in a special series of articles focusing on the articulation of race, schools, and segregation. Each of the articles in this series analyzes the extent to which schooling may or may not be returning to a state of educational apartheid.

Meaningful Social Contact
Kelly Norris
Abstract
The resegregation of our schools presents a loss for many suburban students who now lack the ‘meaningful social contact’ that is necessary for successfully integrating into a multicultural society. What happens when white students are denied the opportunity to regularly connect with people of other races and backgrounds? What kind of thinking do we construct when we racially isolate our suburban students and how do we deconstruct that thinking so that they can become more tolerant, self-aware, liberated human beings? In this narrative essay, a teacher asks her suburban, mostly white students to examine their notions, experiences and identities regarding race through journaling and class discussion. A dynamic dialogue ensues and is shared, along with the author’s own journal responses to prompts about race, white identity and interracial relationships. What is revealed is the other side of the implications of resegregation.