Journal of Social Development

in Africa (1987), 2,89-103

Book Reviews

Socialism, Education and Development, Fay Chung and Emmanuel Ngara,
Zimbabwe Publishing House, Harare, 1985 (Z$6,50 plus sales tax)

This book is divided into two sections: the first on various aspects of socialism
in general; the second as applied to education and development. Throughout,
the authors have Mrica and especially Zimbabwe very much in mind. It does
not go into many questions in depth, but raises a vast number of very important
issues for developing countries.

Some pains are taken to allay the anxieties of those who fear the wholesale
nationalisation of all institutions, or the blind application of socialist principles,
or the confiscation of land, houses, wives, husbands and even chickens.
Socialism does not mean state control, or excessive bureaucratic control or
totalitariansim, but the scientific analysis of objective social reality.

At the same time the authors point out the failures of African Socialism in
Tanzania. In Libya, Morocco, Senegal and Sudan what is called socialism is in
reality feudalistic, reactionary and oppressive, while other leaders are racist in
their appeal to tribal instincts. Zimbabwe is fortunate in coming to indepen-
dence late through an armed struggle, so that her leaders have seen the
problems of other countries and have evolved beyond an ideology of mere
nationalism.

\

The detrimental effects of colonialism are pointed out, particularly lingering
mental colonisation. Under neo-colonialism Western nations can overthrow
governments, but unfortunately the authors do not have the courage also to
criticise Soviet Union interference in less powerful states. There is a good
analysis of the activities of multinationals,
trade between developing and
developed nations, the International Monetary Fund and NGOs. However I
am not convinced that tourism is a major cause of the prostitution problem
except
that developing
countries co-ordinate themselves
these
neocolonialist activities. But is is noted that it is unwise to ignore reality for the
sake of ideological purity; there is a need to make alliances; for example, are
there sufficientlocal management skills and investment available for nationalisa-
tion? Surprisingly no reference is made to the way multinationals make friends
even in socialist governments by means of gifts and donations. With the

in Swaziland and Bophuthatswana.

It is essential

into a stronger body to control

90 Book Reviews

present question of sanctions against South Africa it is interesting to read that
Zimbabwe benefitted from the days of economic sanctions in that it developed
local self-sufficiency and limited the growth of multinational power.

The opening chapter is a very well presented brief account of socialism. The
important distinction is made between scientific socialism and utopian
socialism. Zimbabwe has very clearly chosen scientific socialism. Chapter
two contains a class analysis of Zimbabwe. The authors are aware of the claim
that Marxist class analysis is not applicable to Africa, but
this claim is
dismissed in a single, short paragraph. However, with so many exceptions to
classical Marxist class analysis having to be made, some more thought might
be given to finding a more appropriate class analysis for Africa.

The idea of Socialist education is outlined, based on Marx's idea of a
polytechnic education. On purely development criteria the educational
level
of the majority must be raised to provide high quality education for a large
majority at a reasonable price, which means fee-paying day schools. This
book rejects rote learning. The need is to learn to control and change the natural
environment and society. But although students are to be taught
to think
critically one wonders how critically they are to think about socialism or the
government?

The advance of science and technology is especially important for Africa
in changing from superstitious and fatalistic attitudes. This along with the arts
and research are all to be related to the social reality of the nation, serve the
needs of the nation and not be estranged from the mass of the people'.
Interestingly theology is mentioned but there is no reference .to theological
research leading to an African liberation theology. The authors propose
academic freedom, freedom of expression and constructive criticism, but with
ideological guidance provided from the Party: a very fragile balance which
begs a lot of questions. All students must have a sound grasp of Marxism-
Leninism, but what if they find they prefer capitalism?

While the educational system in Korea is impressive in many ways, some
readers may feel nervous at the thought of Africa also following the personality
cult of the Dear Leader Kim long II. And particularly surprising are the
examples of the pyramids of Egypt and grand buildings of Ancient Rome and
modern New York to illustrate the dignity of labour, unless we are to re-
institute slavery or change our minds about the multinationals.

There is a brief chapter on education with production which started'in the
Zimbabwean refugee camps during the liberation war. This chapter could have

been expanded to give a fuller account since the Zimbabwean experience
which has been relatively successful would be of interest to many outside the
country.

Book Reviews 91

There is a very good review of what elements make up the culture of a
nation,
including the negative effects of colonialisation on the culture of
Zimbabwe, and a critical analysis of some of the negative aspects of traditional
Zimbabwean culture. This is followed by a call to develop a new culture, taking
suitable
from indigenous
African culture.

from Western

elements

culture

as well as

On development;

it is the people who develop. So it does not mean the
construction of prestige projects, but the elimination of poverty, disease and
ignorance, for which the increase in national wealth is essential. We are not to
confuse the welfare state with socialism; socialism does not necessarily mean
free education and health services. There must be a planned economy, but
in the
planned with the participation of all those who will be taking part
programme and all those who will be affected by the programme,
to be
achieved through democratic centralism. Parents committees are praised for
raising funds for building, but how much say are these parents to have in the
education of their children?

This short, well written book would be very useful as a basis for group
discussions, for teaching, as well as an introduction for anyone involved in
education or development

in third world countries.

Reviewed by Nigel Johnson, St Pauls Mission, Harare.

How do you Spell Development.? A Study of a Literacy Campaign in
Ethiopia, Margareta and Rolf Sj6tr6m, Scandanavian Institute of African
Studies, Uppsala, 1983. 196 pages, price not quoted.

If you can spell the term 'development' it implies that you are literate and ifyou
are literate then it implies that you are capable of contributing meaningfully to
the development process. This apparently sums up the 'silent' hypothesis held
by the two researchers Margareta and Rolf Sjostrom when they set out on the
study which culminated in the present book. One might also add that this state-
ment also appears to be a fair reflection of the view that has prevailed in Ethio-
pian society where it has been more or less taken for granted that literacy is a
necessary prerequisite for the development of the rural areas of the country.
People needed literacy skills,
to comprehend
information about agricultural techniques, health, etc.

it was agreed,

in order