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: Education

AAPDEP Director speaks at the Association of Raza Educators’ Conference

LOS ANGELES, CA––I had the profound honor of participating in the California Statewide Conference of the Association of Raza Educators (ARE) at the Santee Education Complex on May 21, 2016.

Founded by Union del Barrio, a Mexican liberation organization with which our Party has had a very close fraternal relationship for more than 30 years, ARE is comprised of public and charter school educators, university professors, students and community allies committed to using education as a tool for liberation.

ARE’s 2016 conference was organized under the theme “Ethnic Studies: In the Classroom and Beyond”  and had the aim of bringing together students, educators and parents who are teaching, enrolled or interested in implementing Ethnic Studies in their classrooms and communities.

I was asked to give a keynote presentation and lead a workshop on the work of the All African People’s Development and Empowerment Project (AAPDEP), a mass organization of the African People’s Socialist Party (APSP) responsible for building dual power development programs in Africa and African communities around the world.

The conference, which drew hundreds of mostly-Mexican and other Indigenous teachers, students and activists to Santee Education Complex in Los Angeles, officially convened at around 9:30am.

I had the tremendous honor of opening up the conference with a keynote address summing up our Party’s understanding of the role of education in a capitalist society and the role that Mexican, African and other colonially oppressed educators, intellectuals and students must play in the struggle for freedom and self-determination of our peoples.

A dynamic conference on education and freedom struggles

After the opening presentation, there was a first session of multiple parallel workshops, offering participants an opportunity to learn how to fight for and implement ethnic studies programs and curricula, something ARE has been leading the struggle around throughout California.

During the first session, I attended a workshop lead by Comrade Ron Gochez, a long-time educator and organizer in Union Del Barrio and ARE on “How to be a teacher and organizer and not get fired.”

It was an incredibly insightful presentation which laid out practical steps that should be taken by educators who desire to be or who are already on the front lines of our people’s freedom struggles.

Ron’s number one piece of advice was for teachers to join or create progressive or revolutionary teachers’ organizations, like ARE, to avoid isolation and becoming easy targets for administration.
He reminded us that being a teacher alone is not enough, it is not revolutionary in itself. Only through active participation in revolutionary organization can we as teachers do the real work that will move our peoples’ struggles forward.

After the first round of workshops, we head back to the school’s center for an absolutely delicious lunch and shopping with conference vendors who had been pulled together into a marketplace.
After lunch, during the second round of concurrent workshops, I gave a PowerPoint presentation on the work of AAPDEP to a lively group of teachers, students and organizers.

The conference wrapped up with the final keynote by brother Jitu Brown, National Director of Journey for Justice Alliance. Brother Jitu gave a powerful summation of the work to end school closures in Chicago and the recent hunger strike he participated in as part of the Fight for Dyett Campaign.

The high level of discussion, camaraderie and hospitality that I experienced as a participant in the ARE conference were extremely impactful.

I left L.A. with a better understanding of how we can organize African teachers and students into the work of AAPDEP and the APSP. I salute and thank our comrades of the Association of Raza Educators and Union del Barrio for your tremendous work!

Forward the revolution!

Uhuru in our lifetime!

 

AAPDEP’s Education Commission working to create African Internationalist curriculum and children’s books

AAPDEP has partnered with our Sister Organization, the African National Women’s Organization (ANWO) to develop the curriculum for the Uhuru KIJIJI.

Uhuru KIJIJI (Freedom Village) Childcare Collective (UKCC) is an institution that is being organized by ANWO to address a basic and fundamental need of poor and working-class African women, many of whom are single mothers with the sole responsibility of caring for their children.

The UKCC is designed to engage, organize and empower the entire African community to reassume the responsibility for our children and for creating a new society for ourselves, our families and our community.

AAPDEP’s newly formed Education Commission is tasked with developing educational programs from the vantage point of the oppressed African working class which requires examination of the traditional educational structure and the role it plays in stifling genuine development in Africa and African Communities around the world.

Our educational programs combine political education and skills training as the means through which African people, both children and adults, can begin to realize our full potential and take responsibility for the empowerment of our communities.

Along with developing the curriculum for the UKCC, AAPDEP’s Education Commission is currently creating a Marcus Garvey Children’s book.  This book will teach African children about the life of Marcus Garvey, his principles and influence on the world.  More than that, it will allow African children an opportunity to see themselves as having the responsibility to build upon Garvey’s legacy by doing the work necessary, even as children, to forward a united, Socialist Africa.

If you are interested in joining the AAPDEP Education Commission, please send an email to info@developmentforafrica.org or give us a call at 256-281-1344.

Join AAPDEP today!

 

 

 

Easy way to Grow Strawberries in a small space

Even though summer is winding down, we want to get you thinking about growing one of our favorites next year!

Strawberries are a tasty and nutritious late spring and summer fruit.  Fresh strawberries especially, organic can get expensive.  Everyone doesn’t have the space or the time to grow and maintain a strawberry patch, but strawberries can be grown in a variety of containers.  This is a great way to get fruit if you don’t have a lot of space.  It is also not that difficult to do, and since they are a perennial plant, meaning they come back the next year, once you get them established it’s a lot less work the following year.

You can start by choosing what variety of strawberry to grow.   For container grown, it’s best to choose a variety that says it is “ever bearing”; these fruits should bear all summer long.  Once you choose what type of container you are going to use, you are ready to start planting.  There are many examples of different container grown strawberries.

Make sure that you have good clean soil, preferably virgin soil or first time use top soil or potting soil.  Make sure the container has drainage capabilities and cover in drainage holes only allowing water to seep out.

Plant the tallest plants first making sure not to plant the crown of the plant under the soil. You can add compost or organic fertilizer to the soil before you plant.  Continue with the other plants about 8-10 in apart, or 2 -3 plants in a small container.  Once you have finished, water the plants but do not flood them.  Place the containers in an area that gets 6-8hrs of direct sunlight a day.

For care, sufficiently water the plants.  If the first 1-2in of the soil is dry then they need watering.  Try to keep the leaves dry by watering the soil or watering early in the day.  Pick the berries as they turn red, and also pick the rotten fruit and remove any dead leaves.  To keep the plant confined to the container, and to not reproduce, cut back any runner vines and leaves only leaving the main plant.  Now you are ready to enjoy strawberries all summer long!

Youth Survival and Development Skills Retreat to Empower Black Youth

When we hear of a “Youth Retreat” most words that come to mind are “fun, relaxation and learning (something new).” However, this is no ordinary retreat.

It is geared toward the children in our African communities and is an opportunity to give parents and children, who have little to no time or resources, a chance to learn more about self-determination and revolutionary theory through practice.

It also provides All African People’s Development and Empowerment Project (AAPDEP) the opportunity to bring together parents, teachers, organizers, activists and leaders within our community in a consorted effort to engage with our children, in order to teach them the much needed survival and development skills.

For quite some time, this has been an interest of AAPDEP.

So, we are happy to introduce the AAPDEP’s Youth Survival and Development Retreat that is taking place from July 15-17, 2011, as part of the wider St. Petersburg Summer Project, which is being held from July 9-August 9, as a way to make this vision a reality.

Uhuru Movement forces from all over the U.S. and around the world are coming together to work on the much needed projects within the African community in the city of African resistance aka St. Petersburg, FL.

AAPDEP’s Youth Survival and Development Skills Retreat will be held at Oscar Scherer State Park in Osprey, FL, just one hour south of the St. Petersburg Summer Project location – the St. Pete Uhuru House.

AAPDEP views the responsibility to inform our children about their expectations and roles in the community as vital to our survival.

We strengthen our ability as a community dedicated toward self-sufficiency and self-determination by imparting these skills and knowledge from as early as possible. We will be teaching our youth survival skills in the wilderness.

Many of the youth have never experienced being in a wooded environment or camping before, so this will be a chance to introduce activities such as hiking, cooking by campfire, basic navigation skills and swimming.
tenting
There will also be workshops on water purification and wildlife/plant viewing and education. This retreat will help empower black youth by developing leadership skills that they can use for now or in the future.

We are accepting registration for interested parents and children from as early as 5 years old to 18 years of age.

Any interested parent/guardian/individual who would like to take part in AAPDEP’s inaugural “Youth Survival and Development Skills Retreat” should contact us at info@developmentforafrica.org

We have opportunities for individuals who would not be able to participate but who unite with the responsibilities of AAPDEP; they can help provide the resources to make our first and long-awaited retreat a success and also make it possible for children to attend by sponsoring their cost for attending the retreat.

It costs $40.00 per child to attend the retreat. We want to see the African community supporting the legacy of the African family and there is no better way than to invest our time, resources and knowledge to it.

The Role of African Intellectuals in the World

Intellectual activities grow out of a process to produce real life

In any given society, intellectuals are the result of the level of development of the society. Intellectuals are specialized in solving problems that confront society in the process of producing and reproducing real life. People develop skills and organizations to overcome contradictions presented to them by nature. To fulfill the needs of the people in the society, most people get involved in manual labor, as fishermen, peasants, house builders and net makers, as metalworkers making knives, hoes, axes and spears, as clothes makers, etc. Another set of skilled people like mathematicians, philosophers, artists, priests and healers, who are not directly involved in the process of production of material life, emerge later as a result of the development of material production in society.

The latter type of people depends on the former type of people.

Intellectual activities arise in the process of producing life, in the process of solving problems that oppose the development of forces of production. Gradually, a small number of people may be asked to observe, study and analyze further a particular phenomenon in order to advance the material production in society.

For example, a society that does not produce yams cannot directly acquire yam planting knowledge; a society that does not directly make stone pyramids cannot directly acquire the art and science of building pyramids. Ancient Egyptians invented and developed geometry because they were involved in work to control the flooding of the Nile River. This was necessary to guarantee agricultural production and land delimitation upon which the whole country depended.

Production under imperialism has given rise to nations, institutions and relationships necessary to maintain and reproduce imperialist order: primarily the oppression and exploitation of oppressed nations by oppressor nations; secondarily the reproduction of the African petty bourgeoisie in Africa, as the enforcer of the imperialist order that keeps us, the oppressed people, chained to the oppressors from Europe and North America.

The institutions of learning in capitalist society are created to train and form cadres who will manage and secure the reproduction of that capitalist society. That is to say that in a world that is split between the oppressor nations and oppressed nations, the education must serve to maintain the status quo.

African students are part of the oppressed nation, which under imperialism produces essentially for the oppressor nations. Since students are not a social class by themselves, engaged in material production, many consider their studies in universities and other institutions of higher learning to be a pathway to the petty bourgeois class and the lifestyle associated with it. In fact, it is in these institutions that their role as a conscious agent of imperialist interests and values will be enhanced and consolidated. They learn to see their education, grants and, later on, their jobs and careers as an entitlement, with no regard to the causes and plight of the African workers and peasants whose labor and resistance to imperialism made it possible for them to acquire education and professional status in society.

It is our view that African students must first serve the people. Their education must be used to develop the organizational and fighting abilities of the people against neocolonialism. They cannot be apolitical, because the universities they are in are not apolitical. There is no such thing as an apolitical institution under slavery. You are either for or against. You either support it or fight it. In order to ensure that their qualification is not just a passport to the bourgeoisie, students must join the African resistance against imperialism. We do not mean the talk fest and other conferences African opportunists organize on campuses solely to consume information. We want students to join the struggle for African liberation under the leadership of African Internationalism. It is only in the process of fighting imperialism and the African petty bourgeoisie under the leadership of African internationalism that African students can really gain knowledge of the art and science of African liberation.

It is only then that they can begin to resolve the contradictions of being educated but not alienated from the people, educated but not opportunistic, and firmly united with the workers and peasants for a common future.

Labor is the foundation of every society. It is around labor that human beings have to produce in order to survive. It is African labor that created the space necessary for Europeans to specialize in mental work in universities and other spheres of activities to advance the industrialization of Europe and North America.

African labor in the last 500 years has not been used for our own benefit. It has not been used for the development of Africa. From the slave colonies in the Americas to the enslaved African continent itself, our labor has been used first to build better lives for Europe and white people in general. Our stolen labor and resources are the most critical missing factors in understanding the general level of poverty of black people everywhere and the underdevelopment of Africa today.

Every aspect of intellectual life under imperialism rests on African labor and resources, which financed the building of universities and other institutions of learning in the first place. It is our stolen labor and resources that built all these technologically advanced industries that require the advanced studies offered today to all students.

Today, in bourgeois societies African manual workers are despised, considered sub-human, when in reality, it is these men and women, working in the most unimaginably cruel conditions, who generate the high quality of life enjoyed by oppressor nations and their allies of the African petty bourgeoisie in Africa, the Caribbean and elsewhere.

African intellectuals must critically examine the world as it really is if they want to end the humiliation and domination of Africa and her dispersed children

African intellectual activities must serve to advance the material conditions of African people. Since most African intellectuals are directly or indirectly trained by imperialist created or funded institutions, it implies that rulers of the oppressor nations must create institutions that will allow them to produce cadres who will defend and fight for oppressive and exploitative capitalist societies. Universities in colonial slave societies must serve and justify slavery, inequality and exploitation in society: the enrichment of a tiny minority and poverty of the vast majority. Universities in oppressor nations are spheres that generate ideas and philosophies to promote and justify imperialist economic order:

No one in their right mind can deny the existence of two sets of nations in the world: oppressor nations and oppressed nations. You have people who have achieved freedom and development and those who have lost freedom and development. One came at the expense of the other. We have two entities not in partnership and cooperation with friendly relations, but in a bloody and genocidal relationship.

In their universities, they train our young men and women to unite with imperialism, to accept and spread ideologies and philosophies that do not serve our own interests and societies. In their universities our children are indoctrinated to obey and respect U.S. and European Union imperialist rule over our lives and land. It is on those campuses that we learn to accept the falsification of world history and the disfiguration and slander of African people’s history, personality and culture. They spread wrong concepts such as the concept of developed countries versus developing countries, and good governance versus corrupted countries. They use terms like “abandoned” and “forgotten” when referring to Africa. It is in those universities that you are invited to join or support the illegitimate rulers in Africa.

The role of white bourgeois intellectuals is to develop ways and means for the EU and U.S. powers to keep Africa and African people oppressed, exploited and divided forever. They specialize in the development and implementation of laws, policies and projects to oppress and exploit Africa and Africans everywhere.

In the sphere of ideas and philosophies, there is a constant assault on African brains to adopt and internalize the worldview of the white bourgeoisie as our own. When you go to any university and talk to African students, you will likely meet people who have been indoctrinated by one or more brands of thoughts of the Euro-North American ruling class: African intellectuals are today evangelists of all denominations. They may be Blairites or Clintonians, etc.

While European/North American/Japanese and other imperialist intellectuals are busy developing all kinds of weapons of mass destruction at the expense of Africans—like AIDS, Ebola and others—African scientists are ready to leave Africa and seek employment and scientific careers from imperialists industries.

Europe was born as a bourgeois nation, which means it was born as an oppressive nation or an enslaving nation. Europe has acquired freedom and development for itself as an enslaver nation. The rise of Europe and of world economy came into being at the expense of Africa’s freedom and happiness. They are maintained at the expense of Africa’s future.

Genuine progressive intellectuals are not candidates for African petty bourgeoisie class

These are forces that are already conscious of what it means to be petty bourgeois in Africa or in an African community in Europe or North America, and refuse to be part of it. They think of themselves as part of the African people. They hate the humiliation and oppression of Africa. They despise imperialism and their parasitic lifestyle. They use every opportunity to open up their campuses’ material resources to African resistance and the revolution. We must find and meet these students. If you know one or you think of yourself as a progressive student, you should urgently contact us. They never desert the African freedom struggle when they graduate because of a newly found loyalty to imperialism.

Overturn imperialist definition of Africa as a charity case

Our Africa has been defined by our oppressors today as a charity case. Newspapers, movies, music, sports, movie stars and various personalities in imperialist countries are involved in charity activities all over Africa. Geldof and Bono tour the world to raise money for Africa. For years, the criminal duo of Gordon Brown and Tony Blair shamelessly promoted themselves as leaders trying to help out Africa. Wherever you go, there are images that appeal for donations to help out Africa and African people. They advertise Oxfam, USAID, Save the Children, Christian Aid, Red Cross, etc. Europe, North America, Japan, Australia and now China have all developed aid programs as part of their foreign policies towards Africa.

This concept of charity undermines African people’s consciousness to the reality that Europe and America are living off African resources. It covers up for all the looting and brutality inflicted on the people in the process of stealing our resources.

Untold massive amounts of gold, oil, coltan, cobalt, platinum, uranium, diamond, cocoa, and other resources that leave the land of Africa every year, hundreds of billions paid to IMF and the World Bank disguised as debt are not signs of poverty. Our mines generally are owned by imperialist powers who also fix the prices of what comes from our own soil and labor. Most of the stuff we produce ends up in factories, supermarkets, homes, mansions and museums in Europe and North America.

As Chairman Omali Yeshitela often says, “Africa is not poor, Africa is being looted!”

Africa does not have its own economy. It has an imperialist economy. Ghana and Ivory Coast are large producers of cocoa, which is processed and consumed in Europe and North America. Nigeria, Chad and Angola produce oil, which is mostly consumed in North America, China, Europe and Japan, while our people continue to queue up for oil at unaffordable costs. It does not matter how many years we have produced cocoa or oil, our people are still poor. In North America and other oppressor countries, African labor is not paid its real value.

We all know by now that under direct or indirect colonial slavery, African workers and peasants are never paid the real value of our labor and natural resources, which are defined by imperialism, which has its origin in the capture and enslavement of Africa and African people in the 15th century.

This article calls on all African students to unite with the theory of African Internationalism, as laid out by Omali Yeshitela, the Chairman of the African People’s Socialist Party (APSP). This theory is the tool that we need to overthrow “charity-ism” and any other false worldview imposed on us by our oppressors to confuse and mystify us. The Chairman repeatedly sums up to us that “It is our labor that provided the primitive accumulation that kick started and maintains capitalism as a world system. Value is always created by labor; banks do not create value, churches do not create value, lawyers and teachers, etc. do not create value. It is the worker that extracts and transforms natural resources to produce what we need to use.” Charities do not create value in Africa. The redemption of Africa is not a charitable matter.

Bono and Geldof and others are modern day missionaries. They are covering up for imperialism. If it were a matter of musicians sorting out Africa, since modern music is the creation of African people, we would not need second-class musicians to help out Africa.

The emancipation of the workers from neocolonialism is the cornerstone of any genuine movement for freedom in Africa. The role of African students is not to join these charities, which are nothing less than agents for the status quo. Students have to turn their back on NGOs and engage in the struggle of denouncing and dismantling modern day missionaries, and replacing them with our own All African People’s Development and Empowerment Project (AAPDEP) and our other self-determination institutions. NGOs undermine the consciousness of the people to fight imperialism and the African petty bourgeoisie. Africa does not need charity; we need African Internationalism, the revolutionary theory and practice to end neocolonialism.

Our suffering is not a result of the absence of the generosity of white rulers or white imperialist society, but the consequence of parasitic relationships that exist between Africa and the Western world.

Intellectuals must unite with the struggle of poor people to end all forms of foreign domination of Africa

The African intellectual living in Europe and North America must familiarize themselves with the African proletariat, which is demonized every day by the imperialist media. They must join every African working class struggle that emerges. Where there is no noticeable resistance, they should spend time to help to organize the masses of African people against all various colonial conditions that our people experience on a daily basis. For example, we are all familiar with the massive failure of colonial education in the black community. Most of our children cannot get the five GCSE required, mainly in math, English and sciences. Students under the leadership of AAPDEP should organize our own schools inside black communities to solve this problem. In doing so, we will begin to win young African students to turn their backs to the British government and build or increase faith in our own capacity to take care of ourselves.

Young graduates and undergraduates in law should provide training and seminars to help young Africans and African workers to understand the bourgeois colonial laws and how to defend ourselves when we are attacked by imperialism. I call on all students and intellectuals who may have an opportunity to read this article, to get in touch with the Uhuru Movement. Let’s get organized.

The role of African intellectuals is to discover and understand the true history of the genesis of capitalism and all its manifestations that constitute a challenge to the existence of African people on this planet. The role of the honest intellectual is not to become another servant of EU, Japan and U.S. imperialist powers, and increasingly of Chinese interests. The commitment of African intellectuals is not to become a mental worker for imperialism. The duty of African intellectuals is to solve the problems of the people, which are imposed on us by a worldwide economic system of foreign domination, known as capitalism. African intellectuals must unite with the people and plan the struggle to defeat imperialism in Africa.

All African governments in the service of U.S. and EU imperialism

All governments in Africa today are ex-colonial governments with African faces to give us an illusion of independence. Africa is not free. Our struggle for independence has been left incomplete. The role of the current governments is to prevent our people from completing that struggle. Just look at the economy 45 years after independence. It has regressed in most places.

The African Socialist International (ASI) Main Document, by Omali Yeshitela states, “Today only seven percent of Africa’s formal trade takes place within Africa itself, meaning that 93 percent of African trade is simply continued expropriation of African resources by our historical oppressors and exploiters. Additionally, 83 percent of the Gross National Product of the combined African countries goes to pay debt which has been accumulated by the neocolonial rulers of Africa through the rigged European-created and dominated trade relations born of slavery and colonialism. This means that Africa has access to only 17 percent of its own resources after paying the manufactured debt. Once the neocolonial primitive petty bourgeoisie takes its cut from this, the African masses are lucky to achieve five percent of what they have produced.”

Build The African Socialist International

Today, African revolutionaries are African internationalists.

They are different from the rest of students, because they are equipped with the theory of African Internationalism, the theory of the African working class in struggle against neo-colonialism to free and unite Africa under a socialist government. African Internationalist theory is the ever developing practice and thought of Chairman Omali Yeshitela. This is the theory that unites the best achievements in Africa’s history of resistance and the world’s peoples struggles, from Garvey, Nkrumah, Lumumba, Malcolm X to Kimathi and others along with the experiences of the struggles of all other oppressed peoples to overthrow imperialism.

The struggle amongst the youths and students must be led by African Internationalist students under the leadership of the African People’s Socialist Party, because it is only under a disciplined party steeled in the struggle against all forms of opportunism that Africans can be free of imperialist domination.

The strategic role of Africa in the struggle for the liberation of the world must be understood by all African intellectuals. Imperialism will never leave us alone of its own accord. Imperialism does not care if we have elections or not, if we are Anglophones or Francophones. What we need to do is build the African Socialist International, to mobilize the one billion working masses in the African world for African revolution. Students can have a future if only they join up with the African working class, which is the class that carries the future of all of Africa and African people on its shoulders. Students can join only as a revolutionary class. Oppressed workers and peasants do not need opportunist intellectuals, who are waiting in the wings for their turn to join the gravy train.

Workers need young people with revolutionary spirit and fervor, ready to formulate plans for the mobilization of one billion African people around the world. We need students who are ready to flex their thinking muscles to the maximum in the struggle to reclaim Africa for ourselves.