February 10, 2015
“Defend university autonomy for a true popular democracy.” “Freedom and Autonomy.” “Movement 13 welcomes you to study, struggle, and love.”
No, these slogans I saw adorning the walls were not copied from the University of Chile, where I studied in 2012-2013, researching and struggling alongside the Chilean student movement that is militantly fighting to overturn the neoliberal educational regime imposed under Pinochet. But they very easily could have been. No, I was not at a militant Leftist public university; I was in Mérida, at the Faculty of Humanities of the University of Los Andes (ULA), which is regarded as the principal recruiting ground for Venezuela’s rightwing student movement.
On Friday, January 23, the ULA erupted once again in violent student protests in which masked students temporarily set up barricades and attempted to forcibly enter several local stores. For local residents, these protests represented a bitter reminder of the “Guarimba,” the several months of violent opposition demonstrations in which rightwing students together with Colombian paramilitaries shut down major avenues with barricades and assassinated police and Chavista activists in a desperate bid to force the salida, or exit, of President Nicolás Maduro.
What is most confusing and troubling is the fact that the discourse of “university autonomy” has always been a slogan of the Left, which young people from Chile to Greece have utilized to defend themselves from outright repression at the hands of dictatorial regimes as well as from the far more nefarious structural violence of neoliberal privatization. Moreover, the practices of donning the capucha, or mask, setting up street barricades, and hurling molotov cocktails in pitched street battles with police are tried and true Leftist tactics developed in the course of grassroots struggles against the authoritarian capitalist state in contexts as distinct as Venezuela, France, and Palestine.
Yet in contemporary Venezuela, these historically Leftist forms of struggle, encompassing discourses, symbols, and tactical repertoires, have been appropriated by rightwing students, but with an ideological content that could not be more radially opposed: far from rebels or revolutionaries, these rightwing students are reactionaries through and through, bent on reversing the gains of the Bolivarian Revolution and restoring the oligarchic order firmly in place for 500 years prior to the conquest of power by the revolutionary grassroots movements that comprise Chavismo.
Here we are confronted by the stone-cold realization that there is nothing inherently revolutionary about young people, or students for that matter. Sadly, we are forced to concede that Salvador Allende, who famously said, “to be young and not revolutionary is a biological contradiction,” was wrong.
In what follows, I will offer some cursory notes towards an explanation of this rightward shift among certain segments of Venezuelan students together with their paradoxical appropriation of historically Leftist modes of struggle, focusing on the gentrification of the Venezuelan university as well as the ascendancy of neoliberal ideology as two crucial conditions for this overall process of ideological mutation. I will conclude with an interview with Javier, a student of political economy at the Bolivarian University of Venezuela, who currently put his studies on hold to pursue worker organizing in coordination with local communal councils. Javier will discuss the Bolivarian University as a radical pedagogical alternative from below as well as the struggles faced by revolutionary students in the face of a resurgent Right.
The Gentrification of the Venezuelan University
This dramatic ideological metamorphosis undergone by Venezuelan student movements cannot be explained outside the context of the neoliberal “gentrification” of the university. Nonetheless, this neoliberalization only came in the wake of the brutal repression of decades of radical student struggles that sought to bring down the walls that separate the “ivory tower” from the social reality of the poor, excluded majority.
At its height; the 1969 movement for “Academic Renovation” fought for a radical democratization of the university, whereby students, faculty, and university workers would have equal decision-making power; which George Ciccariello-Mahr terms a “radicalization of the very notion of autonomy itself, one that asserted autonomy from the government while insisting that the university be subservient to the needs of the wider society of which students and workers were a part.”1 As we will see later, it is precisely this more nuanced, dialectical notion of autonomy that is lacking among those presently claiming to speak on behalf of Venezuelan students.
The revolutionary Renovation movement was savagely crushed by the government of Rafael Caldera, who unceremoniously sent tanks to close down the Central University of Venezuela (UCV). Nonetheless, this outright repression was tame by comparison to the “more insidious… subtle, and long-term policy of ethnic cleansing within the public university [which was realized] by limiting popular access and returning the institutions to their previous status as refuges for the most elite segments of society.”2 This progressive embourgeoisement of the Venezuelan university prefigured a similar process that would occur globally in the context of the neoliberal turn of the subsequent decades, in which public universities from the University of California to the University of Chile saw ruthless cuts in public funding, privatization of services, dramatic tuition hikes, and creeping technocratization, all with profound implications for social class composition. That is, the youth filling the halls of Venezuelan public universities came increasingly from the ranks of the bourgeoisie and petty-bourgeoisie, which rendered them all the more vulnerable to the seductive appeal of neoliberal ideology.
Unfortunately, this tendency has not been entirely reversed under the Bolivarian governments of Chavez and Maduro. While the Bolivarian Revolution has seen the creation of a new system of Bolivarian universities in an effort to outflank the traditional public universities as we will see below, the government and the array of radical social forces driving it from below have thus far been unable to launch a frontal assault.
In other words, whilst these traditional universities are “public” in name and nominally free for all students, historic public universities such as the UCV nevertheless retain all kinds of classist filtering mechanisms, such as entrance exams and additional fees for registration, books, etc., that serve to effectively bar working class students from attending. Most egregious in this respect are the so-called “autonomous universities” such as the ULA, which are conferred unquestioned authority over internal decision-making, while at the same time receiving full state funding, amounting in some cases to the budget of a Caribbean nation, for which they are obligated to give little in the way of formal accounting.
Moreover, this lingering bourgeois form of education in the traditional universities is matched by a thoroughly technocratic content, in which education is conceived as the production of upwardly-mobile experts insulated from the daily struggles of the masses, who are destined to serve the bureaucratic state or capital. As Javier, a student of political economy at the recently founded Bolivarian University succinctly put it, this capitalist model of education is about getting you to subscribe to the bourgeois careerist fiction that you need to study in order to “be someone,” fetichizing education as a sterile commodity purchased like any other in order to augment one’s “human capital,” as consistent with neoliberal logic.
Given this disproportionately elite class composition and thoroughly bourgeois educational paradigm, it is no wonder then that the student federations of public universities like the UCV and the ULA are now governed by the Right.
Neoliberalism: The Illusion of Subversion
While the changing class composition of Venezuelan universities over previous decades represents an important structural factor behind the rise of Venezuela’s rightwing student movement, we cannot neglect the particular characteristics of neoliberal ideology, namely its seductive capacity for passing as radical or revolutionary. But first, what is neoliberalism?
Neoliberalism might be defined as “historical, class-based ideology that proposes all social, political, and ecological problems can be resolved through more direct free-market exposure, which has become an increasingly structural aspect of capitalism.”3 Emerging as the political response on the part of the capitalist state to the economic crisis of the 1970s, neoliberalism sought to roll back the “democratic gains that had been previously achieved by the working classes, and which had become, from capital’s perspective, barriers to accumulation.”4 It was in this context of the ‘68 revolt that the revolutionary Left and the neoliberal Right would share a proclaimed common enemy, namely an overbearing, bureaucratic state engaged in bloody imperialist wars abroad and fierce repression at home, although the anti-statism of the latter was pure rhetoric, as neoliberal politicians were content to use the state to implement their class project.5
In what followed, the post-’68 demands leveled against the capitalist state for formal individual rights by the hegemonic variants of the feminist, LGBT, civil rights, etc. movements were perfectly compatible with the neoliberal agenda, which in turn spawned the “NGOization” of Leftist politics whereby non-profits progressively took over the leadership of social movements and channeled them in a de-radicalized, localized direction.In what followed, the post-’68 demands leveled against the capitalist state for formal individual rights by the hegemonic variants of the feminist, LGBT, civil rights, etc. movements were perfectly compatible with the neoliberal agenda, which in turn spawned the “NGOization” of Leftist politics whereby non-profits progressively took over the leadership of social movements and channeled them in a de-radicalized, localized direction. These developments gave rise to the normalization of petty-bourgeois lifestyle politics, especially in the newly gentrified universities, wherein demands for “diversity” and “inclusion” of underprivileged minorities could safely be made without ruffling any feathers. Thus, the dangerous lure of neoliberal ideology lies in its ability to render individualistic lifestyle politics, i.e. demanding access to consumer items, as cathartic acts of authentic revolt and resistance. Even as critical a thinker as Michel Foucault was seduced by neoliberalism’s apparent radicalism, joining in its chorus against the welfare state and praising it as a vehicle to promote the rights of the “excluded” (prisoners, LGBT people, women, those deemed “mentally ill,” etc.).6
We should not, therefore, be surprised by the fact that a segment of Venezuelan students don the traditional clothing of the Left and actually consider themselves revolutionaries facing down what they consider an oppressive dictatorship. But we must not be fooled. What the Venezuelan Right is attempting to do is appropriate the historic slogans, symbols, and tactics of the Left, but strip them of all collective emancipatory content, which is replaced with bourgeois individualist demands for consumer choice. Thus, the “freedom” that they demand has nothing to do with the plethora of social rights conquered under the Bolivarian Revolution, but here connotes unregulated access to dollars, weekend getaways to Miami, the “right” to own and exploit.
The “autonomy” that they clamor for amounts to nothing short of total unaccountability to the rest of society, while continuing to lay claim to the latter’s resources. The militant tactics of the street barricade, the capucha, and the Molotov do not figure here as legitimate forms of mass resistance or revolutionary intervention, but represent instances of fascist, paramilitary violence enacted by individuals against a government of the people. Nonetheless, it is precisely the apparently “anti-authoritarian” character of neoliberal ideology that enables the Venezuelan student Right to retrofit traditionally Leftist forms of struggle with reactionary bourgeois content, effectively disguising their shrill cries for individualist consumer choice as a righteous chorus of social rebellion.
However, this rightwing appropriation does not go uncontested. If symbols like the capucha and the barricade ultimately constitute what Ernesto Laclau terms “empty signifiers” that can be filled with any ideological content, then their meaning is perpetually disputed in the heat of social struggle. In other words, the Right’s usurpation can and must be reversed by new generations of revolutionary young people, struggling to at once reclaim the past and win the war for a socialist future.
The Bolivarian University of Venezuela: The Answer from the Bolivarian Left
The flagship of the Bolivarian government’s revolutionary initiative for higher education, the Bolivarian University of Venezuela (UBV) was founded in 2003 as part of the Mission Sucre, which has saw the radical expansion of access to quality public education among the popular classes historically excluded from the Venezuelan educational system. Today, the UBV annually graduates more students than any other institution of higher education in the country. Apart from rupturing with the traditionally oligarchic form of Venezuelan higher education, which has historically been the province of the elite, the UBV also proposes a revolution in the practical content of education, which it defines as “liberating, with criteria of social justice, inclusive, free and quality.”
I had the opportunity to sit down with Javier, a student of political economy at the Bolivarian University, who has temporarily frozen his studies in order to take on worker organizing in his community in 23 de Enero, located in the vast working class area in the west of Caracas known as Catia. He also works as a facilitator in the Bolivarian University for Workers “Jesus Rivero” in the Capital District government, which aims to raise political and class consciousness amongst public workers and prepare them for “assuming the direct and democratic management of the social process of work”. All facilitation sessions take place at the workplace itself.
His words paint a provisional picture of the depth of the revolution in educational praxis currently underway in Venezuela.
Q: Can you speak about the popular pedagogical project of the Bolivarian University?
A: Well if I were to talk about a popular project towards the structural transformation of the state and also the structural transformation of our thinking that we have currently, I would openly uphold [the example of] the Bolivarian University of the Workers, because, it’s a university that breaks with the top-down, positivist framework of education. The worker or compañero takes on the process of self-education in the space of work itself. This leads to the complete reevaluation of the education I have in my mind that I reproduce in practice, and this critical reevaluation of thought and practice lets me reinvent myself. The thinking that I have is a different kind of thought pattern that breaks with the frameworks of the capitalist system.
Moreover, our university sets down [the model of] self-education through reading, debate, and writing. This means that we don’t deny existing theories. We read the current theory, which is the systematization of struggles, for theories are the systematization of the struggles of the people, of the experience of the people. We debate this systematization, and we see if it can be adjusted to our present moment in order to not be dogmatic, but rather dialectical. Continuous, collective, integrated, and permanent self-education, that is the strategy. It is collective, because we all educate ourselves through the exchange of knowledge. It is continuous and permanent, because it never stops and we are always educating ourselves. It is integrated: We can specialize in an area, but we truly have to also know a little about everything, because labor is not an individual process, but a social one, where we all participate and we are all important in the development of the nation.
We also address the question of the management of the social labor process in order to be able to bring about structural transformations. When we talk about taking on the management of the social labor process, it’s the whole process. We realize this when we look at the arepa: the person who sows the corn, the person who harvests the corn, the person, who transports the corn, the person who processes the corn. In other words, the arepa comes out of a process in which there are very many people participating, the truck driver, the compañero in the factory, the compañera amassing the cornmeal; it’s all important work. So we propose that we take on the whole process and view ourselves as equals in struggle. This then is what permits us to truly form a culture of work that is not the competitive culture of work of the capitalist system, but rather a culture of work that guarantees the happiness of our people, we ourselves taking over the organization of what is truly socialism, the structural transformation of the state that we have.
Q: I want to follow your last point to a more macro level. How do you place the Bolivarian University in the context of the socialist struggle more broadly in society, particularly in terms of struggles over education?
A: Many of the universities teach the students a [large] number of lies that we at the Bolivarian University of Workers work to dismantle. We therefore have to dismantle the [large] number of lies that the capitalist system has sold us. One of these things that that they sell you in the universities is that you have to study to be someone. But they don’t explain to you that from the moment that you are in your mother’s womb, you already are someone, someone important. If you were to lose vital signs in the womb, your, mother would feel a great pain, and not only your mother, but your father, your closest family members. So, we are headed towards breaking with this framework of education, this deceitful education that continues to view you as labor-power.[In contrast], the Bolivarian University of the Workers teaches, which is fundamental and essential, the review of the development of struggle in our society from the perspective of labor. How did our society undergo transformations? How were the instruments of labor forged, and how also how were the mechanisms of social division created? How did this social division take us to the point of creating systems of domination? In one moment, we lived under what was primitive communism, then we lived under slavery, and then what was feudalism, and now we are living under a system that continues to be slavery, that is the capitalist system, where they continue to dominate us with miserable wages and there’s no just distribution of wealth.
In our revolutionary Bolivarian process guided by our President Hugo Rafael Chávez Frias, he addressed all of these historic struggles, but he also set down the important and timely objective in our Constitution and organic law of the just distribution of wealth. And if a compañero has a great factory bought with what he says is the product of his labor, we don’t believe him above all because the amount of property that he has is the product of alien labor and he pays [his workers] a miserable portion of the wealth that he receives from their labor. So, we are going to rupture with this system, go about rethinking, to understand that we can have other forms of organization for managing public administration. It could be a counsel administration, of counsels with revolutionary leadership, where the most dedicated compañeras and compañeros are vindicated and recognized. In this dynamic, we are not saying that we [the workers] are the only historic subject of our Bolivarian process, but rather that the campesino, the fisherman, the transport worker are also important. The path of communal [organizing] is also important, and so is the struggle of the compañeras and compañeros in the student centers, who keep on despite being pounded by this education of the capitalist system. For us, it is the recognition of all of the compañeras and compañeros in our struggles that matters.
We have also proposed that this process of collective, continuous, integral, and permanent self-education has to reach the communal councils, the communes, the colectivos, the social movements, whatever organizational expression that they might have. It has to reach [these spaces], because, we have to break with and decentralize the [traditional] conception of the university. It’s a great struggle we all have to take on, because what is the university, but the universalization of knowledge. You, I, all of the compañeros here, the bus driver, all of the people who are here in this medium of transport possess knowledge.7 What we have to do is create the spaces where we can expound the amount of knowledge that we have and expound as well the amount of needs that we have, and in function of this, begin planning [society, especially the economy] ourselves.
Q: Many young people in this society, in the universities, have been deceived, and there’s a struggle for hegemony among young people in this country. For instance, we have a rightwing student movement that is producing openly violent and fascist leaders. How do you view the role of these alternative pedagogical projects in this struggle with the Right?
A: For us, the fact that the compa is young does not mean that he is revolutionary, that he is for structural transformation. The Right has many young people, but they are old in their thinking, because they continue upholding capitalist thinking. One has to be young in different areas, physically, but above all in one´s thinking. If there is a man who we could say marked a watershed in our history, not just for decades, but for centuries, it is Hugo Rafael Chávez Frias, because he shattered the framework, he imploded the schema of the bourgeois state. He imploded a space of great domination with new thinking. With liberating thinking, he imploded the space of the army, of our armed forces, a repressive organ that was directed against its own people on February 27th and 28th, 1989.8 He had a reflexive capacity, because Comandante Hugo Chávez Frias had already been doing this work. It’s continuous, it’s work that is going to take a long time, and we have to dedicate our heart and soul to the work that we are called to do and not neglect a single area.
The other task is to recognize our advances. The fact is that we have graduated an amount of compañeras and compañeros who have not graduated in forty years during which they didn’t have access to education. Yes, we can and must deepen our revolutionary process to advance towards socialism, but it’s also important to recognize all of the advances that we’ve had thus far.
Q: I went to the ULA last week and I fascinated by the discourse of autonomy and freedom appearing in their murals, the capucha that they use, all of which is an appropriation of the discourse and symbolism of the Left. How do you respond to this?
A: They have always tried to take our symbols away from us. For us, the capucha is a symbol of struggle. It’s ours. It was us who had to mask our faces [and protest in the streets], because we didn’t have an adequate education, above all in high school, but also in the university. We had many problems during the Fourth Republic, and we had to take to the streets, because they raised the student transportation fare. We had take to the streets, because we had to have class on the floor, because there were no chairs, because the roof was leaking. We lived through all of this, and for those reasons, we went out into the streets.
Today, there is a movement that is trying to take the streets, but responding to the interests of the private companies and the private media, which regrettably under our revolutionary process continue to have an economic power, which is expressed in the media, in the rumor campaigns. What we have to do is dismantle this vast amount of lies, but these rumors have an effect, because there’s a number of lies that we still have in our heads, that we have not yet dismantled. It’s a great challenge.
Evidently, many groups there [at the opposition marches] are paid, many groups that don’t truly represent our people. You can ask them. There were some compañeros of the people interviewing some of the people who participated on January 24th in the “March of the Empty Pots,” which we might rather have called the “March of the Empty Heads,” because they don’t think. So they interviewed them and asked them if they were poor, to which they quickly respond, “I’m not poor.”
Besides, this is an example of them trying to steal our symbols, the pots, which our people took out to the streets before the Caracazo and after the Caracazo, because the pots were truly empty, there was nothing to eat. Today no, it’s an economic war, they are hoarding everything, and everyone has seen the amount of food that we have. They tell us that there is no flour, but there’s not a single arepera closed. They say that that there’s no milk, but there’s no shortage of yogurt. So they are trying to escape from the regularization of the sale of these products in order to reap greater profits, but not only to reap greater profits, but also to boycott the revolutionary government and that this unrest be directed against the revolutionary government of Nicolás Maduro.
From here, we have to go out in the streets with an alternative popular communication that engages face-to-face with our people and dismantles the large amount of lies, but we also must develop the productive forces. Beyond a crisis, well there is a crisis, but it´s a crisis of their system, a crisis of capitalism, because the socialist system still doesn’t exist yet. So we have to take advantage of this crisis of the capitalist system and come out of it advancing ahead with the development of our productive forces, evidently organized according to a distinct logic of work, a new culture of work that is liberating: labor that truly educates you to build this new republican order envisioned by our philosopher and pedagogue Simon Rodriguez, the teacher of Simon Bolivar.
1 Ciccariello-Maher, G. (2013). We created Chávez: A people’s history of the Venezuelan revolution. Durham; Duke University Press, p. 113.
2 Ibid., p. 112.
3 Marois cited in Weber, J.R. (2011). Red october: Left-Indigenous struggles in modern Bolivia. Brill: Boston, p. 30.
4 Panitch, L., & Gindin, S. (2012). The making of global capitalism: The political economy of American empire. Verso: London, p. 15.
5 Harvey, D. (2005). A brief history of neoliberalism. Oxford University Press: New York, p. 42.
6 See Zamora, D. (2014). “Can we criticize Foucault?” Jacobin, 10 December 2014. https://www.jacobinmag.com/2014/12/foucault-interview/
7 Note: This interview was conducted on a public metro bus en route from Ciudad Caribia to Metro Gato Negro in Catia.
8 February 27 and 28, 1989 refers to the Caracazo, the explosion of mass social mobilizations rejecting neoliberal measures imposed by the government of Carlos Andrés Pérez, under whose orders the army occupied the streets of Caracas and proceeded to gun down anywhere between 300 and 3000 people.