Dinerstein, A. C., & Pitts, F. H. (2018). from Post-Work to Post- Capitalism
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Department of Economics
DEPARTMENT OF ECONOMICS Working Paper State Debate Post Chris O’Kane Working Paper 2019-01 State Debate Post Introduction We live in turbulent times. The long decade following the 2007 crisis has been marked by a series of movements. They can be roughly summarized as follows: The Arab Spring, Occupy, and the UK student movement arose in the immediate aftermath of 2007 in opposition to the government bailouts, austerity and persistent economic misery. So did the Tea Party, the Five Star Movement, UKIP, Austria etc. Whilst the former tried to address their grievances outside of representative government, the latter experienced increasing electoral success culminating in the election of figures such as Trump Austria etc. These successes have been met by the ascent of social democratic theory, policy pronouncements, and strategizing in an array of disciplines in tandem with an increased membership in social democratic organizations and some notable electoral victories. The Social Democratic turn Social democracy is certainly better than Trump, Orban, Macron, and May. I would also welcome some of the proposals. However, I contend that these social democratic theories, policies and strategies, much like the other radical theories and practices of the first wave of reaction to the crisis, have not fully considered the question of the state. Whilst the former did not consider the obstacle of the state, today it seems that the state is not considered to be an obstacle. The format of this intervention certainly prevents me from demonstrating this at length. So let me indicate how a few notable theories, public policies proposals, and strategies share a ‘traditional theoretical’ and ‘constructive criticism’ of capitalist political economy that assumes the state is a neutral instrument. -
Social-Property Relations, Class-Conflict and The
Historical Materialism 19.4 (2011) 129–168 brill.nl/hima Social-Property Relations, Class-Conflict and the Origins of the US Civil War: Towards a New Social Interpretation* Charles Post City University of New York [email protected] Abstract The origins of the US Civil War have long been a central topic of debate among historians, both Marxist and non-Marxist. John Ashworth’s Slavery, Capitalism, and Politics in the Antebellum Republic is a major Marxian contribution to a social interpretation of the US Civil War. However, Ashworth’s claim that the War was the result of sharpening political and ideological – but not social and economic – contradictions and conflicts between slavery and capitalism rests on problematic claims about the rôle of slave-resistance in the dynamics of plantation-slavery, the attitude of Northern manufacturers, artisans, professionals and farmers toward wage-labour, and economic restructuring in the 1840s and 1850s. An alternative social explanation of the US Civil War, rooted in an analysis of the specific path to capitalist social-property relations in the US, locates the War in the growing contradiction between the social requirements of the expanded reproduction of slavery and capitalism in the two decades before the War. Keywords origins of capitalism, US Civil War, bourgeois revolutions, plantation-slavery, agrarian petty- commodity production, independent-household production, merchant-capital, industrial capital The Civil War in the United States has been a major topic of historical debate for almost over 150 years. Three factors have fuelled scholarly fascination with the causes and consequences of the War. First, the Civil War ‘cuts a bloody gash across the whole record’ of ‘the American . -
In Defence of Trotskyism No. 31
In Defence of Trotskyism No. 31 £1 waged, 50p unwaged/low waged, €1.50 The April Theses and Permanent Revolution By Gerry Downing Trotsky’s theory pro- posed that the socialist revolution was necessary because of the combined and unequal character of the Russian economy. It had a highly concentrat- ed working class at the centre of huge modern factories and a weak bourgeoisie at the centre of an overwhelmingly peasant economy. This would enable the work- ing class to take power in Russia first. However, this revolution had to be uninter- rupted: it could only begin on a national scale, but it could not halt at the spontaneous demo- cratic stage. Rather it must proceed directly to socialism. This could only be completed on the international scale, with the victory of the working class in advanced metropolitan coun- tries, particularly Germany. This is the essen- tial political content of the April Theses. Charges of Trotsky’s failure to recognise the vital necessity for a democratic centralist par- ty of professional revolutionaries deeply em- bedded in the leadership of the working class are immediately conceded, as Trotsky himself did in 1917, as soon as he realised his mis- takes and whenever the issue later arose. trade union bureaucracy and their allies in the Where We Stand Labour party leadership as the most funda- WE STAND WITH KARL MARX: ‘The mental obstacle to the struggle for power of emancipation of the working classes must be the working class, outside of the state forces conquered by the working classes themselves. and their direct agencies themselves, we must The struggle for the emancipation of the fight and defeat and replace them with a revo- working class means not a struggle for class lutionary leadership by mobilising the base privileges and monopolies but for equal rights against the pro-capitalist bureaucratic mis- and duties and the abolition of all class leaders to open the way forward for the strug- rule’ (The International Workingmen’s Asso- gle for workers’ power. -
FROM MAOISM to TROTSKYISM -Reprinted from WORKERS VANGUARD, No.1, October 1971
iii PREFACE The Communist Horking Collective originated tvhen a small group of Ivlaoists came together in Los Angeles to undertake an intensive investigation of the history of the communist movement in order to develop a strategy for the U.S. ,socialist revolution. Its study of the essentials of Stalinist and Maoist theory led the CWC to the inescapable conclusion that the theory of IISocialism in One Country" is in irreconcilable opposition to revolutionary internationalism. The consolidation of the CWC around Trotskyism and its systematic study of the various ostensible Trotskyist international tendencies was culminated in the fusion between the CWC and the Spartacist League in September 1971. The brief history of the Ct'lC which appeared originally in the first issue of Workers Vanguard (see page viii) alludes to the splits of the CWC's founding cadre from the Revolutionary Union (RU) and the California Communist League (CCL). To convey the genesis of this process, we have included a number of forerunner documents going back to the original split from the CPUSA on the 50th anniver sary of the October Revolution. The original resignation of comrade~ Treiger and Miller began the "floundering about for three years ••• seeking in Mao Tse Tung Thought a revolutionary al ternati ve to the revisionists." Treiger went on to help found the CWC; fUller con tinued to uphold the dogmatic tradition and declined to even answer the "Letter to a IvIao~_st" (see page 30). Why the Critique of "Tvw Stages"? The lynchpin on which all variants of the fJIaoist "t"t'lO stage" theory of revolution rest--whether applied to the advanced countries or to the colonial world--is collaboration with the ruling class or a section of it during the initial "stage." Early in its develop ment the CWC had rejected the conception as it was applied to the Un1 ted States, but believed it remained applicable to the col'onial revolution. -
The Revolutionary Internationalist League on Workers Power
The Revolutionary Internationalist League On Workers Power RIL on Workers Power in 1995 “This position has got the LRCI leadership into a series of hopeless tangles and convoluted arguments, as their positions have zigzagged in response to the shifting circumstances of the Bosnian war. One general feature has become steadily more pronounced however, the adaptation to the feeling among sections of liberal western opinion that ‘our' governments must ’do something' – a sentiment that plays directly into the hands of imperialism. So now we have the ludicrous position of the LRCI trying to sound revolutionary, and calling for the UN and NATO out of the Balkans and condemning the bombing, while at the same time demanding that 'our' government sends arms to the Bosnian forces and opens the borders to (Islamic) ‘volunteers‘ going to fight with them. In other words Workers Power does not want the imperialists to fight in the Balkans; they just want them to get their clients and proxies to do the fighting! No wonder that this reactionary nonsense has blown the LRCI apart and exposed it as an unprincipled bloc.” That is exactly what they did/do in Libya and Syria today! This document could be published by us but it would need a long introduction to clarify the differences on the questions of the Anti Imperialist United Front and Special Oppression. But is has very valuable insights on the politics of Workers Power and the RCIT today. This documant was written by Nick De Marco, now a rich Barrister who has abandonded all revolutionary politics. He defends rich FA clubs against players compensation claims and is/was a director of Queens Park Rangers. -
Privatisation Education and Commodity Forms
CHAPTER 25 Privatisation Education and Commodity Forms Glenn Rikowski Introduction Privatisation in education is not essentially about education. It is about the development of capitalism and the deepening of the rule of capital in par- ticular institutions (schools, colleges, universities etc.) in contemporary soci- ety. Of course, this is not how the situation appears in the relevant academic literature. Privatisation in and of education is typically framed within a dis- course regarding whether it ‘works,’ or not; or whether aspects of education— standards, equity and efficiency in particular—are enhanced or threatened by privatisation in educational institutions. Focus on the marketisation of edu- cation is particularly to the fore in writing and research on educational priva- tisation. Finally, and politically significant, is that privatisation is posited as a threat to public, state-financed education. The very ‘publicness’ of education is at issue (Miron, 2008). What remains largely uncovered in these standard academic approaches is the nature of the commodity forms that are worked on, developed and expanded in processes of educational privatisation. This article starts out from these commodity forms in order to set a path for a critique of the privatisation of education that delves deeper than mainstream academic accounts. Starting from commodity forms opens a shaft on the insidious and grubby underworld of capital’s mingling with education: capitalisation, the ‘becoming of capital’ in educational institutions, is uncovered. Current theoretical work on the privatisation of education is inadequate as a starting point for understanding what is at stake in the critique of educational privatisation as capitalist development. As Francine Menashy (2013) indicates, three of the most ‘commonly adopted approaches’ for analysing educational privatisation are the neoclassical-neoliberal, social primary goods, and rights- based approaches (p. -
Programme Communiste – Trotskyism
Programme Communiste – Trotskyism – Part III Critique of the Transitional Programme "The economic prerequisite for the proletarian revolution has already in general achieved the highest point of fruition that can be reached under capitalism. Mankind’s productive forces stagnate". This is the famous statement that sounds like a thunderclap from the first lines of the programmatic document that Trotsky wrote in 1938 for the founding conference of the Fourth International. The productive forces have reached the highest point they can reach under capitalism; the masses tend to become more and more revolutionary, but are held back by opportunist leadership; capitalism being in permanent crisis, it can no longer be a question of any rise in the standard of living of the masses. This is the diagnosis of the first three chapters of this programme which lead to the conclusion that from now on, for the whole era of the decline of capitalism, the role of the Marxists is to present to the masses a transitional programme. "The strategic task of the next period – pre-revolutionary period of agitation, propaganda and organization – consists in overcoming the contradiction between the maturity of the objective revolutionary conditions and the immaturity of the proletariat and its vanguard (the confusion and disappointment of the older generation, the inexperience of the younger generation). It is necessary to help the masses in the process of the daily struggle to find the bridge between present demand and the socialist programme of the revolution. This bridge should include a system of transitional demands, stemming from today’s conditions and from today’s consciousness of wide layers of the working class and unalterably leading to one final conclusion: the conquest of power by the proletariat". -
A Spartacist Pamphlet 75¢
A Spartacist Pamphlet 75¢ On the ivil Rights Movement ·~~i~;~~·X523 Spartacist Publishing Co., Box 1377 GPO, New York, N.Y. 10116 ---------,.,," ._-- 2 Table of Introduction Contents When on I December 1955 Rosa open the road to freedom for black Parks of Montgomery, Alabama re people. With this understanding the fused to give up her seat on a bus to a early Spartacist tendency fought to Introduction ................ 2 white man, she sparked a new and break the civil rights militants from the convulsive period in modern American Democratic/ Dixiecratic Party and to history. For over a decade black forge a Freedom/Labor Party, linking -Reprinted from Workers Vanguard struggle for equality and democratic the mass movement for black equality No. 207, 26 May 1978 rights dominated political life in this with the working-class struggle against country. From the lunch counter sit-ins Ten Years After Assassination capital. and "freedom rides" in the Jim Crow The reformist "left" groups, particu Bourgeoisie Celebrates South to the ghetto explosions in the larly the Communist Party and Socialist King's Liberal Pacifism .... 4 North, black anger shook white racist Party, sought actively to keep the America. explosive civil rights activism "respect Amid the present anti-Soviet war able" and firmly in the death-grip of the -Reprinted from Young Spartacus Nos. 115 hysteria of the Reagan years, it is white liberals and black preachers. For and 116, February and March 1984 important to recall an aspect of the civil example the SP was hand in glove with The Man That rights movement which is now easily the establishment black leaders in Liberals Feared and Hated forgotten. -
The Way to the Socialist Planned Economy
The Way to the Socialist Planned Economy Marek Breit and Oskar Lange Translated by Jan Toporowski* Abstract: This is the first English translation of a 1934 article by Marek Breit and Oskar Lange on the economics of socialism. Breit and Lange advocate a form of market socialism based on self-managed workers’ cooperatives, with membership open to all who wish to join. 1 The Breakdown of the Capitalist Economy Otto Bauer said not very long ago that ‘the fall of the second workers’ government in England, the events of recent years, and especially in the current year in Germany, mark the end of an epoch and the start of a new one in the history of the international workers’ movement. We find ourselves at the start of a period of severe, protracted economic crises, broken only by short moments of respite; a period in which the proletariat will rather be convinced of how narrow are the boundaries with which the world capitalist economy limits the possibilities for liberation of the working class, and how these binding constraints may only be removed together with the whole capitalist system.’1 Essentially the world-wide economic crisis, the likes of which the capitalist economy has not experienced since its beginnings, shows the complete bankruptcy of the capitalist economic system. Nothing so demonstrates that complete bankruptcy, the total breakdown of the capitalist economy, as the co-existence of poverty with excess that is met at every step. When the masses of the people in the capitalist economies are oppressed by unprecedented poverty, stores are packed with goods for which there are no buyers; when millions are starving, grain and coffee are sunk at sea or burnt; when millions cannot clothe themselves, spinning and weaving plants stand idle. -
Salgado Munoz, Manuel (2019) Origins of Permanent Revolution Theory: the Formation of Marxism As a Tradition (1865-1895) and 'The First Trotsky'
Salgado Munoz, Manuel (2019) Origins of permanent revolution theory: the formation of Marxism as a tradition (1865-1895) and 'the first Trotsky'. Introductory dimensions. MRes thesis. http://theses.gla.ac.uk/74328/ Copyright and moral rights for this work are retained by the author A copy can be downloaded for personal non-commercial research or study, without prior permission or charge This work cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Enlighten: Theses https://theses.gla.ac.uk/ [email protected] Origins of permanent revolution theory: the formation of Marxism as a tradition (1865-1895) and 'the first Trotsky'. Introductory dimensions Full name of Author: Manuel Salgado Munoz Any qualifications: Sociologist Submitted in fulfillment of the requirements of the Degree of Master of Research School of Social & Political Sciences, Sociology Supervisor: Neil Davidson University of Glasgow March-April 2019 Abstract Investigating the period of emergence of Marxism as a tradition between 1865 and 1895, this work examines some key questions elucidating Trotsky's theoretical developments during the first decade of the XXth century. Emphasizing the role of such authors like Plekhanov, Johann Baptists von Schweitzer, Lenin and Zetkin in the developing of a 'Classical Marxism' that served as the foundation of the first formulation of Trotsky's theory of permanent revolution, it treats three introductory dimensions of this larger problematic: primitive communism and its feminist implications, the debate on the relations between the productive forces and the relations of production, and the first apprehensions of Marx's economic mature works. -
Agrarian Anarchism and Authoritarian Populism: Towards a More (State-)Critical ‘Critical Agrarian Studies’
The Journal of Peasant Studies ISSN: 0306-6150 (Print) 1743-9361 (Online) Journal homepage: https://www.tandfonline.com/loi/fjps20 Agrarian anarchism and authoritarian populism: towards a more (state-)critical ‘critical agrarian studies’ Antonio Roman-Alcalá To cite this article: Antonio Roman-Alcalá (2020): Agrarian anarchism and authoritarian populism: towards a more (state-)critical ‘critical agrarian studies’, The Journal of Peasant Studies, DOI: 10.1080/03066150.2020.1755840 To link to this article: https://doi.org/10.1080/03066150.2020.1755840 © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group Published online: 20 May 2020. Submit your article to this journal Article views: 3209 View related articles View Crossmark data Citing articles: 4 View citing articles Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=fjps20 THE JOURNAL OF PEASANT STUDIES https://doi.org/10.1080/03066150.2020.1755840 FORUM ON AUTHORITARIAN POPULISM AND THE RURAL WORLD Agrarian anarchism and authoritarian populism: towards a more (state-)critical ‘critical agrarian studies’* Antonio Roman-Alcalá International Institute of Social Studies, The Hague, Netherlands ABSTRACT KEYWORDS This paper applies an anarchist lens to agrarian politics, seeking to Anarchism; authoritarian expand and enhance inquiry in critical agrarian studies. populism; critical agrarian Anarchism’s relevance to agrarian processes is found in three studies; state theory; social general areas: (1) explicitly anarchist movements, both historical movements; populism; United States of America; and contemporary; (2) theories that emerge from and shape these moral economy movements; and (3) implicit anarchism found in values, ethics, everyday practices, and in forms of social organization – or ‘anarchistic’ elements of human social life. -
Education for Socialists
Education for Socialists Class Guides for the Study of Marxism Volume 2 2 Education for Socialists Contents Party leadership & functioning ........................................................4 Class 1. The vanguard party & its leadership......................................................... 4 Class 2. The organisation & functioning of the party............................................ 5 Class 3. The Struggle for a Proletarian Party — I................................................... 6 Class 4. The Struggle for a Proletarian Party — II.................................................7 Class 5. Common problems for organisers...........................................................8 Reading list.............................................................................................................. 9 Introduction to the Marxist Classics .............................................10 Class 1. The Communist Manifesto (I)................................................................ 10 Class 2. The Communist Manifesto (II)............................................................... 12 Class 3. Wage Labour & Capital........................................................................... 14 Class 4. Socialism: Utopian & Scientific................................................................ 15 Class 5. What Is To Be Done? (I).......................................................................... 15 Class 6. What Is To Be Done? (II)........................................................................ 16 Class