Black Study, Black Struggle

Robin D.G. Kelley, The Boston Review

In the fall of 2015, college campuses were engulfed by fires ignited in the streets of Ferguson, Missouri. This is not to say that college students had until then been quiet in the face of police violence against black Americans. Throughout the previous year, it had often been college students who hit the streets, blocked traffic, occupied the halls of justice and malls of America, disrupted political campaign rallies, and risked arrest to protest the torture and suffocation of Eric Garner, the abuse and death of Sandra Bland, the executions of Tamir Rice, Ezell Ford, Tanisha Anderson, Walter Scott, Tony Robinson, Freddie Gray, ad infinitum.

That the fire this time spread from the town to the campus is consistent with historical patterns. The campus revolts of the 1960s, for example, followed the Harlem and Watts rebellions, the freedom movement in the South, and the rise of militant organizations in the cities. But the size, speed, intensity, and character of recent student uprisings caught much of the country off guard. Protests against campus racism and the ethics of universities’ financial entanglements erupted on nearly ninety campuses, including Brandeis, Yale, Princeton, Brown, Harvard, Claremont McKenna, Smith, Amherst, UCLA, Oberlin, Tufts, and the University of North Carolina, both Chapel Hill and Greensboro. These demonstrations were led largely by black students, as well as coalitions made up of students of color, queer folks, undocumented immigrants, and allied whites.

Frantz Fanon on Political Education

We often believe with criminal superficiality that to educate the masses politically is to deliver a long political speech from time to time. We think that it is enough that the leader or one of his lieutenants should speak in a pompous tone about the principle events of the day for them to have fulfilled this bounden duty to educate the masses politically. Now, political education means opening their minds, awakening them, and allowing the birth of their intelligence … it is ‘to invent souls’. To educate the masses politically does not mean, cannot mean making a political speech. What it means is to try, relentlessly and passionately, to teach the masses that everything depends on them; that if we stagnate it is their responsibility, and that if we go forward it is due to them too, that there is no such thing as a hero that will save them with his magic hands, that there is no famous man who will take the responsibility for everything, but that the hero is the people themselves and the magic hands are finally only the hands of the people.
- The Wretched of the Earth, 1961

Peter Hallward: Continuing the Revolution: Rousseau through Gramsci