Andrew Gavin Marshall

Home » Posts tagged 'radical'

Tag Archives: radical


Organize, Imagine, and Act: How a Student Movement Can Become a Revolution

Organize, Imagine, and Act: How a Student Movement Can Become a Revolution

By: Andrew Gavin Marshall

From the London student protests, 2010

And so it seems that the student strike in Quebec is slowing down and nearing an end, as the college – CEGEPs – in Quebec have voted to return to class, with roughly 10,000 students having voted to continue the strike, a far reduction from the 175,000 students that were on strike in late April and early May. The strike began in February of 2012 in opposition to a planned 75% increase in the cost of tuition. The students mobilized massive numbers, held mass protests, undertook picket lines at schools, expanded the issue into a wider social movement, and were consistently met with state violence in the form of riot police, pepper spray, tear gas, beatings with batons, being shot with rubber bullets, even being trampled by horses and driven into by police cars. The government enacted Bill 78, assaulting the rights to freely assemble and speak, and put a ‘pause’ on the school semester to end picket actions. Now that the school semester is starting back up again, and an election looms in the coming weeks, the students are being led away from the streets and into voting booths. The ‘Maple Spring’ has become the ‘Fall Election’.

Meanwhile, in Chile, where a student movement that began in May and June of 2011, mobilized against a highly privatized education system, is continuing with renewed energy. There had been ups and downs of actions and mobilizations within Chile over the past 15 months, but in mid-August of 2012, the resurgence was seen as students began occupying high schools, blocking streets, and undertaking mass protests. Students who took part in the occupations were threatened with having their scholarships removed. In over a year of protesting, the students have not seen any meaningful changes to their educational system, or even inclinations that those in power were listening to their demands with anything other than disdain and contempt. The students have long been met with state violence, from the oppressive apparatus of a former military dictatorship, fighting an educational system which was established near the end of the military dictatorship. Riot police would meet students with tear gas, water cannons, batons, mass arrests, and other forms of assault. Police have subsequently stormed the high schools and arrested over a hundred students participating in the occupations. This caused the university students to get more involved, and they occupied the Universidad de Chile, which had not been occupied since the beginning of the movement the previous year (often known as the Chilean Winter).

In Chile, as in Quebec, protests and marches and even the right to demonstrate are frequently declared to be illegal. In both Chile and Quebec, when protests erupted into violence (which is more often than not incited by the police themselves), these are called “riots,” and they are used in the media and public discourse to portray the movements as violent, extremist, trouble-makers, vandals, and criminals. This is designed to reduce public support for the protests (which was far more successful in Quebec than Chile), and to subsequently dismiss the demands of the students. There are, in fact, a wider variety of similarities and interesting comparisons between the Chilean Winter and the Maple Spring. Chilean students and academics have even expressed solidarity with the Quebec student movement.

We face an issue here. The student movements don’t seem to be getting anywhere substantial in terms of establishing some sort of meaningful change. This is not to say they have not achieved anything; quite the opposite, in fact. The student movements have been successful at mobilization large numbers of people, organizing protests and indeed, in politicizing a generation, which is their most sincere and important success to date. Students have suffered under propaganda campaigns, violent repression, legal intimidation, and, most of all, the determination of an elite who view any and every minor concession as the ultimate unthinkable sacrifice which would ruin all of society. In short, elites are more stubborn than students could ever seem to be, and they have the means to hold their position and tire the students out if they can’t simply scare them away or crush them down. So, while symbolic actions and political radicalization are necessary achievements, the will to continue taking actions and the hope to manifest radical ideas becomes worn down, demoralized, and sapped of its strength. This is incredibly challenging to revive if the circumstances and courses of action do not change.

So perhaps it is time for a new tactic. Instead of having radicalization follow mobilization, students could begin to have radicalization guide mobilization. For any social movement to advance, grow, and become something not simply demanding reforms, or demanding something from power, it needs to provide something to the students, to the communities, and the public at large; it needs to create. This is the difference between a reformist movement and a revolutionary movement. In this context, the word ‘revolutionary’ is not used to imply a usurping of state power and violent overthrow of authority, but rather  to transform on a radical scale our conception and participation in specific or all sectors of society. Thus, it is essential to provide new ideas for action, rather than discussing and debating the new terms of capitulation. It can make all the difference between a question of how little students will get from their demands, to a question of how much we can get from a new educational structure itself. A discussion of new ideas must replace – or coincide with – the articulation of ignored demands.

How is this possible? What might this look like?

For students, the fundamental issue is education. For the student movements, growth came from expanding the issue into a wider social one, and linking up with other organizations and causes. This expands the scope, and thus, the base of support for a student movement. However, established unions played a large role in guiding (or attempting to guide), fund, and organize in cooperation with student movements. While the cause of workers is an issue that must be engaged with, the established unions that have survived to this point, roughly thirty years into the global neoliberal era, have survived only because they function on a basis of cooperating with the established powers of society, the state and corporations. They are corporatist institutions.

Over one hundred years ago, unions were extremely radical, organized, massive, and revolutionary. The actions and ideas of radically organized labour were the impetus for 8-hour work days, weekends, pensions, job security, benefits, an end to child labour, and much more. Unions subsequently faced roughly a century of battering, violence, co-optation, and destruction. Those which remain are not radical, but only slightly reformist. I say ‘slightly’ because they do not mobilize to fight for new ideas or issues, but only to protect and preserve the reforms previously implemented as a result of radical labour agitation. Thus, union representative serve as a buffer for the blunt force of the state and organized capital and corporate interests which consistently seek to undermine and exploit labour. The major unions typically serve to soften the blow against workers as the elite bring down the hammer. Under this system, all rights, benefits, security and protections are slowly and inevitably worn down and thrown away. When the established unions provide funds and direction for the student movements, they tend to steer them away from radical or revolutionary paths, and promote a highly reformist direction, and which can only be undertaken through negotiation with and capitulation to the state and corporate interests. This gets us to where we are.

When it comes to engagement and interaction, solidarity, and cooperation with labour, it should, in fact, be the more radical – and radically organized – students who lead the unions back to a more radical direction, to take them back to their origins when they achieved successes instead of softened failures. If they refuse to follow a radical direction, then students should encourage and attempt to find means of supporting the organization of new labour organizations: provide assistance, direction, ideas and physical and moral support. Students could be mobilized into the streets for workers’ rights as well as educational rights.

The main point here is that for a movement to radicalize and become revolutionary, it must cooperate with, support, and be supported by other radical and revolutionary organizations and movements. If the more dominant force is reformist, established, and corporatist (by which I mean its functioning ideology is accepting of the state and corporate dominated society), then these organizations will attempt to co-opt, direct, and steer your movement into an area ‘safe’ for the elites, if not altogether undermined and eliminated. It is not necessarily done out of an insidious desire to destroy your student movements, but rather the result of an insidious ideology embedded within the very functions of their organizations. Thus, integration, mutual support, dependency and interaction with other social movements must take place at a radical and revolutionary level if you are to sustain that potential and desire within your own movement. It’s unfortunate, because it’s more difficult; but it’s true, all the same.

Therefore, what is required are radical ideas of organization: for the student associations and other associations they interact with to be more accountable, directly, to their constituents. Instead of elected delegates or representatives making all the decisions (which is how our governments function), the decisions must be made by the constituents, and the representatives merely carry them out and organize accordingly. The student associations in Quebec and elsewhere function more along these radical lines, while labour and other groups typically do not. If student associations do not function in this manner, that is the first issue which must be addressed: either demand the associations to change, or create new ones and thereby make the unrepresentative ones obsolete. Thus, for a student movement to become revolutionary, the first step is the radicalization of organization.

Now onto something more interesting: how to radicalize ideas and actions in education itself. This next step is about the radicalization of action. While the first step, in many instances – the radicalization of organization – had been achieved in several of the student movements, the actions themselves lacked radicalization. The actions were largely confined to mass demonstrations, picket lines, school occupations, and youth rebellion against state violence and repression. These are all important actions on their own: establishing solidarity, power in numbers, a public presence, a demonstration of will and power, the development of ‘self-esteem’ for a social movement. These are necessary, but if the actions do not evolve, the movement itself cannot evolve. Thus, what is required at this point is a discussion of new ideas of action. Typically, as is the case at the moment in Quebec, students are being told to stay out of the streets and go to the voting booth, where “real” change can be made. This is illusory and useless. Unless there is a radical party, the best that can be hoped for is to delay the inevitable assault on education, or perhaps achieve a minor concession, which would likely be more of an insult than incentive.

New ideas of action must come from the students themselves, and there are a number of initiatives that could be discussed and undertaken. Fundamentally, instead of demanding from power, create something new. If education is what you want, begin to do it yourselves. In the case of a school occupations, why should the students not simply begin to have discussions on issues, share knowledge, invite professors, academics, and others who are supportive of the movement to come talk and share their knowledge?

This does not need to only take place in occupied schools, though that would be quite symbolic, but could essentially take place in any public space. It would function as a type of grassroots educational system, designed to share and expand knowledge, not to prepare you for the workforce. Job opportunities are already vanishing everywhere for youth, and they will continue to do so as the economic crisis gets worse. These types of educational forums could potentially be designed to educate and share knowledge on issues of relevance to the student movements themselves: the history of education, protest and social movement history, political power, repression, the economic system – Capitalism, neoliberalism, etc. This could – and should – expand into much larger issues and areas of knowledge, including arts, the sciences, philosophy, etc. There are already people within society who have gained their knowledge through educational institutions, and thus, there are already people from whom to draw this knowledge from in a new forum, and in a new way.

To give an example, imagine a ‘class’ (or forum) on the history of social struggles. First, a physical space is required, so to set up in a park, public venue, rent a space, or occupy a space (such as a school lecture hall). The students should have previously discussed – likely through social media networks – which intellectuals and individuals they would like to invite to come speak to them about the issue. The invited speakers would share their knowledge on the history of social struggles, promote discussion, debate one another, and engage directly with the students. For every invited outside speaker, a student should be invited to speak also, to share their own knowledge and engage on an equal basis. The notion that students are there only to learn and not teach is an incorrect one, and it’s a misnomer that should be addressed and acted upon.

The public at large should also be accepted into these educational forums. The point should be to expand knowledge and discussion among the general population, not merely the students. But the students are the ones capable of providing this forum for the population at large. To add to this: such forums should be broadcast through social media, filmed and recorded, watched online both live and archived. Students could organize ‘subject collectives’, perhaps having a group of students organized along the lines of the larger student associations (through direct democracy), who would oversee the organization of each subject or issue: history of social movements, political economy, media studies, etc. Each ‘collective’ could establish its own website, where the wider community would be encouraged to engage, support, recommend speakers and issues and venues, watch archived or live-feed forums, debate in online forums, be notified of events and speakers, and be provided with educational material, reading sources, etc. The students could write papers which would then be posted publicly on such sites, to promote discussion and to actually use the knowledge instead of writing papers for a grade, which is a rather absurd notion. These sites could have news sections, providing relevant news and developments from around the world related to their issue. The collective itself – both within the community and online – then becomes a forum for the development and extension of knowledge to a much larger sector of society, locally and globally.

This is where the actions become even more important. For a social movement to survive and expand into a revolutionary movement, it must not isolate itself, and must engage and interact directly with the wider population. The best way to do this, and one which has the added necessary effect of increasing the movement’s support among the population, is to provide a service or need. In the case of a student movement: that need is education. Merely ‘opening up’ forums to the public may not be enough. Students or ‘subject collectives’ could individually organize smaller meetings and discussions, in neighbourhoods and venues all over the city, region, or country, where students themselves speak with and to the public on issues in which they have been getting their education.

In Quebec, where students have been consistently framed by the media and elites as “entitled brats,” this tactic would be a means to share our so-called ‘entitlements’ with the wider population, and at no cost to them. Thus, as students gain knowledge, they share knowledge with others. For example, a couple history students could hold a small forum at a cafe or in a small public location which they had promoted within the neighbourhood and on social media for people to freely come to listen and engage in a discussion about a particular history topic. Of course, knowledge in such circumstances should not simply be abstract or obtuse, but relevant to those who are engaging with it. So if the discussion is on a ‘history of social movements,’ students should share knowledge on this, but make it relevant to the current social movement, to the social conditions of the wider population, and ask questions and engage with others in the venue: to promote discussion and debate. Thus, instead of the public viewing students as ‘entitled’, they may come to view students as ’empowering.’

This type of tactic would especially have to be employed within poor communities, and oppressed communities, where students would have to be willing to listen and learn more than they would be inclined to speak and teach. This is because many student movements, simply by their position as being students, generally come from a more privileged sector of society than the really poor, minority, immigrant, or otherwise oppressed communities. These sectors largely remain in the sidelines of the student movements themselves. This must change, and for a very fundamental reason: there is a great deal to learn from these communities. Oppressed peoples have experienced and known for a much longer period of time what the majority of students are only just starting to learn and experience: the true nature and interest of power, the violent and oppressive state apparatus, the underbelly of the economic system, the reality of social existence for a great many people. In short, it would be a means through which to educate the students on deeper issues of social strife, by listening and speaking directly to and with those who exist within oppressed social spheres.

But there cannot be any taking without giving. So while oppressed communities may perhaps be willing to share their own knowledge with students and engage in discussion and debate, the students must provide something back to these communities. There is a very simple way to get this started: ask them what they need most in their communities. For example, if one community cited the cost and quality of food as a central issue, students could then leave the first meeting with the community with the intent to organize and plan around this issue. The students could hold their own discussions, meetings, debates, and share ideas on how to help resolve this specific issue within that specific community, and then propose various ideas to those community leaders. The ideas would be subject to critique, dismissal, support, etc, to go back to the drawing board with new suggestions or to get to work, putting action to the ideas.

So with the issue of food, for example, students could perhaps organize around the idea of establishing a community food garden, proposing it to the community, and, if approved and critiqued, they could find an area of land, get the support and materials they need, and work with members of that community to plant and establish such a garden, to help move toward some form of food sustainability, provided either free or cheap to those within that area. Potentially, there could be a student educational association which specialized in sharing knowledge about nutrition, horticulture, etc., and they could be brought in to share their knowledge, help in the endeavour, or even make it a staple feature of their functioning: to go to different communities to help establish food sustainability.

These are, of course, just ideas of actions, there is no reason to follow this specific outline. This is meant to merely promote the discussion of this concept: the actions, organizations, and objectives which would result from a radicalization of action are likely to be far more varied, interesting, and effective than these mere suggestions. However, I used these examples of actions and ideas to show how a student movement protesting against something (such as a tuition increase), can become a revolutionary movement for something.

These actions are revolutionary because they force people to question and reconsider their conceptions of education, its manifestation, its purpose, its institutionalization, philosophy, etc. The actions themselves engage directly with people, drawing from and providing to the population as a whole. This increases support among the population, but also greatly strengthens the ideas and actions of the students themselves. At such a conceivable point, it could not be called a ‘student movement,’ but could only be identified as a much wider social movement, which would help radicalize the wider society itself, which would in turn provide new ideas and actions to the students; solidarity in both words and actions.

These actions are revolutionary because they attempt to maneuver around power structures instead of expending all of their energy on directly battling the power structure itself. By going around the power structure – around the state, the schools, the corporations, etc. – the students would create a parallel educational structure within society, making the existing one increasingly obsolete. As this is done, the bargaining power of the state and other structures is reduced, because the students no longer rely exclusively upon them for an education. The state would most certainly attempt to repress such a movement, or perhaps even to offer much larger incentives, concessions, or even meet the previous demands of students in order to get them back in the schools and within an educational system that power controls. The state is well-established to deal with direct confrontations: that’s what police, armies, guns, badges and lawyers are for. It doesn’t matter who you are, what you’re demanding, or where you are demanding it, the state can simply tear gas you, scare you, disperse you, and wait you out. But to move around the power structure, and to create and establish something new, not under the control or direction of established institutions of power, the power structures become very nervous and insecure.

It would be foolish to think that the power structures would not respond with more state violence than they have up until present, they most certainly would. The primary difference, however, would be that the public support for the movement would have conceivably exploded, and in the case of increased violence, it would explode in anger and opposition to the state. In short, while the state would be likely to increase its tactics of intimidation and violence, the public response would likely be far more powerful than anything we have seen thus far. We saw an example of this in Quebec, when the government passed the repressive Bill 78 and a much larger segment of the population was mobilized in opposition to the government. However, this has now largely faded, and again, it’s about the difference between mobilizing against something and mobilizing for something. It’s the difference between opposition and proposition, demand and action.

The fundamental idea which I am arguing is that for a student movement to become a revolutionary movement, it must transform its demands of education into actions for education. If the issue is education, the answer is education. The inability of the student movements to have their demands met reveals a deeply-ingrained flaw in our society: that an institution does not reflect or respond to the demands of its supposed constituents. This fact makes that institution illegitimate. This flaw further manifests itself across the entire society. If the government itself, which is supposedly ‘representative’ of the people, does not reflect the intentions and interests of the population, then it is illegitimate. Most institutions do not even have a means for their constituents to have a say in who runs the institutions themselves. Some, such as governments or unions, may have elections in which people can choose candidates, but then all the other decisions are taken out of their hands. Other institutions, such as schools, corporations, banks, media, etc., do not even have a means for constituents to select leadership, let alone direction and action. University boards are populated with bankers, former government officials, corporate executives, foundation officials, and other established elites. Therefore, universities are geared toward meeting elite interests under their direction. This is flawed and wrong. Though, because most institutions function in this way across wider society, it tends to go unnoticed and is simply accepted as “the way it is.”

Students must now ask: Does it have to be this way? What other way could it be? What should change? How could that change? What is the intent of education? These questions lead to other, larger questions about the society as a whole, and, as a result, they make necessary the wider radicalization, organization, and revolution of society itself. It is a rather large idea, but I think it is also a logical one. As the economic and social circumstances for most people continue to deteriorate in the near future – and perhaps rapidly so as the global economic crisis accelerates – such ideas and actions will become all the more necessary and will generate much more support.

Since the beginning of the global economic crisis in 2007 and 2008, the world has seen a rapid acceleration of resistance movements, protests, and revolutionary struggles. The world is rumbling awake from a long lost slumber of consumption and consent as the situation of crisis reveals deep flaws in the structures, ideology, and actions of power. We are witnessing the rapid proliferation of global resistance movements, but it requires much more for them to become global revolutionary movements. It has only begun, but it requires new ideas and actions to move forward. It would potentially be very challenging to begin such actions now, but in the very least, student movements should begin to advance the discussion, to debate the direction, and to incite new ideas. These are, after all, the skills that an education is supposed to provide us with.

Perhaps it is time to put our education to use.

Andrew Gavin Marshall is an independent researcher and writer living in Montreal, Canada. His website ( features a number of articles and essays focusing on an analysis of power and resistance in the political, social, and economic realms. He is Project Manager of The People’s Book Project, and is currently writing a book on the global economic crisis and resistance movements emerging around the world. To help this book come to completion, please consider donating through the website or on Indiegogo.


First Book To Be Done by the End of Summer!

In the past couple months I have been writing almost exclusively on the student movement in Quebec, as well as various other student/social movements around the world. As a result, my work on The People’s Book Project has been postponed, apart from continued research. In the past week, I decided to take a break from everything and re-work my plans for the Book Project and other initiatives.

For those who have been following the evolution of the Book Project since it began in October of 2011, the notion of me “reorganizing” the Project is not new; in fact, it has happened a few times. However, progress on the Project has been continuous, and I have written over 800 pages unedited. It remains disjointed and is a ways away from being a completed project, but that brings me to my current decision. Previously, I had planned to write the whole manuscript through and subsequently break it up into several smaller books, this would still take too long. The support from readers has been consistently wonderful and VERY important: I would not be where I am without you, so thank you. But I find it difficult to ask for (and to receive) additional support when I am in fact not producing a final product for a while. The support is faith-based in the expectation of a final product somewhere down the line. This is a great deal to ask of readers and supporters. This is also frustrating for me personally, as I am in need of actually producing something concrete, and better yet, something which can in turn begin to produce some extra funding for me (as small as the amount is likely to be, at least it’s something!).

So, the NEW and IMPROVED People’s Book Project:

– the focus of the Project is still on producing a series of books on a radical history and analysis of power in our world, understanding the nature of our society, how we got here, where we’re going, and what we can do to change it: a study of the evolution of power and resistance in the modern world

– I will be writing one book at a time, each will be divided according to broad subjects (political economy, imperialism and terror, social engineering and education, race and poverty, psychology and psychiatry, the scientific-technological society, and the world revolution)

– I am starting with a book that will serve as a preface/introduction to the entire Project: a look at where our global society is and how it is changing: the origin, evolution, and effects of the global economic crisis; the advanced stage of global imperialism and war; the moves toward global governance and domination; and the age of anti-austerity rebellions (as well as the efforts to co-opt, control, or destroy them), from the Arab Spring, to the Indignados and Europe, to the Occupy Movement, and to student movements in Chile and Quebec.

The Preface to the People’s Book Project will be a significant book on its own, and gives a glimpse of the state of the world at present, and the prospects for global oppression and global revolution. It hits at key issues that are affecting the lives of everyone in the world today, and thus, I think it is a timely and necessary introduction to the Book Project at large, which will be a far more comprehensive and detailed historical analysis of how we got to this current point in history, and where it is ultimately leading. My aim is to have this first book – the Preface – finished by the end of the summer (the end of August/early September).

I have already started work on the chapter covering the economic crisis, and after five days of work thus far, I am 50 pages (single-spaced) into this examination of the crisis, focusing on Europe at the moment. It’s very detailed, but an important look at power in this crisis, how it has and is being abused, for whom and with what intent, and how it effects the majority of people who have no access to or influence over that power (i.e., everyone but the elite). I have already written a good deal on several of the other subjects I will be writing about in this project, specifically in relation to the Quebec student movement, and thus, I am hoping that this book moves forward quickly and efficiently. I am incredibly motivated, and am working at a faster pace than I am certainly used to.

Also, I am planning to post a rather large chunk of the current chapter I am writing, so that you – the readers and supporters – may see what my current work is looking like. The excerpt I will provide is a look at the debt crisis and its effects in Italy, and all I can say from my research is that it’s quite the story!

I think that this method of approaching the Project is better for myself and my readers and supporters. After eight months of the People’s Book Project, I think it’s time to start producing finished products. By the time the entire Project is finished, it will no doubt be quite some time from now. But if I am able to do it piecemeal, book by book, subject by subject, and finish it off with an amalgamated, compressed, and comprehensive summary of all the works before it, this would make it a more useful enterprise for both myself and my supporters.

So that is why I have set the goal of having the first book written by the end of the Summer. For that, I again need to ask for your support. I am setting a goal of raising $2,500 to get me through the Summer while I dedicate my time to finishing this first volume. Of course, edits and publishing will follow, and that takes time, but it is time that I produce something I can call my own, and which my readers and supporters can see as the fruitful product of their support. No more hesitation, no more indecision, no more procrastination: it’s time to PRODUCE a final product! Help me make that a reality!

I will make more details about the reorganization of the Project as I decide upon it. The other volumes I have in mind have yet to be finalized as ideas, and remain just that: ideas. But the first volume, the Preface/Introduction – the age of crisis, austerity, global governance and global revolution – is already being written, and written quickly. It’s radical, it’s critical, it’s full of facts: it will make you angry, informed, and I hope, inspired. I know it’s certainly having that effect upon me.

Thank you so much for all your kind support!


Andrew Gavin Marshall

Please donate to The People’s Book Project:

On Anarchy: An Interview

On Anarchism

Originally posted at: WhatAboutPeace by Devon DB

On Anarchism: An Interview with Andrew Gavin Marshall, conducted by Devon DB.

This is a transcript of an email interview I had with Andrew Gavin Marshall, Project Manager of The People’s Book Project. In it we discuss anarchism, trace its beginnings, delve into some of its history in both the United States and around the world, and conclude by discussing anarchism’s effect on today’s Occupy movement.

Devon DB: Could you provide a working definition of anarchism?

Mr. Marshall: Anarchism is difficult to define simply because it is such a diverse political philosophy, with so many different variants. So the definition tends to alter as the particular brand of anarchism differs. However, at is core, anarchism – in its original Greek wording – means simply to be “without a leader.” Running in opposition to traditional Liberal thought, such as that articulated by Hobbes’ notion of anarchy as a “state of nature” mired in war and conflict, and thus the State was necessary to maintain order, one of the original anarchist thinkers, Pierre-Joseph Proudhon countered, “Anarchy is Order.” Despite the connotation of the word “anarchy” to that of “chaos” and “disorder,” anarchism and anarchist societies are highly organized and ‘ordered.’ The central difference between an anarchist conception of order and others is that anarchy removes the structures of authority, so that society is organized through free association and non-hierarchical organization. It promotes both the individual and the collective, simultaneously. This is opposed to Liberal thought, which promotes the individual above all else, or socialist thought, which promotes the collective above all else. As one of the most influential anarchist thinkers, Mikhail Bakunin, described anarchist thought when he stated, “We are convinced that liberty without socialism is privilege, injustice; and that socialism without liberty is slavery and brutality.” This has often led anarchism to be synonymous with what is referred to as “Libertarian Socialism,” which is where the root of Libertarianism lies, but has strayed quite far from. Ultimately, what underlies all anarchist thought is a heightened and radical critique and questioning of power and authority: if a source of authority cannot legitimize its existence, it should not exist.

Devon DB: Who and where was anarchism first thought of? What was the societal context that anarchist thought originated from?

Mr. Marshall: Anarchism is not like Marxism or Liberalism or other firm and concrete ideas, where the originators can be properly identified and understood. Just as it espouses a philosophy of being “without a leader” so too does a great deal of its historical development take place “without a leader.” Anarchist thought developed – to various degrees – throughout much of human history, in different times and place, often without any contact between the various civilizations themselves. It is, in this sense, an organic idea that can originate within any context. The first evolution of anarchist ideas has been identified as originating in ancient China, among the Taoists. Peter Marshall wrote in his quintessential, Demanding the Impossible: A History of Anarchism, that, “Throughout recorded history, the anarchist spirit can be seen emerging in the clan, tribe, village community, independent city, guild and union.” It emerged in various strains of thought in ancient Greece, and later during the Christian era, most especially with the peasant revolts of the Middle Ages. This all took place, however, before anarchism came to be defined as an ideology or philosophy in and of itself.

This process took place after the end of feudalism, with the rise of Capitalism, and largely brought about by both the Renaissance and the Enlightenment. The Renaissance brought forth the ideas of the individual, and the Enlightenment conceptualized of social progress. It thus arose as a more coherent and distinct philosophy in reaction to the development of centralized States, nationalism, industrialization and capitalism in the late 18th century. Peter Marshall wrote, “Anarchism thus took up the dual challenge of overthrowing both Capital and the State.” William Godwin is largely considered the “father of anarchism” as having first articulated the desire for an end to the state, the German philosopher Max Stirner closely followed, but it was Pierre-Joseph Proudhon in France who was the first to call himself an “anarchist.” Proudhon articulated a number of anarchist ideas and slogans which still have resonance today, such as the concept that, “Just as man seeks justice in equality, society seeks order in anarchy,” and the popular sayings, “Anarchy is Order” and “Property is Theft.”

Next followed the Russian revolutionary Mikhail Bakunin, the father of “Libertarian Socialism,” and the man who became the principle ideological opponent to Karl Marx. Another Russian, Peter Kropotkin, was one of the most influential anarchist philosophers in history, developing it into a more systematic social philosophy. In the United States, Benjamin Tucker was among the first anarchist thinkers, adding a particularly individualistic character to it. Other prominent anarchist thinkers include Leo Tolstoy, who brought in a religious element, and Emma Goldman, who developed a feminist strand of thought in anarchism. All of these thinkers collectively shaped the development of anarchist thought and practice in the 19th century and paved the way for its evolution over the 20th.

Devon DB:  What form did anarchism first take? How did the state and the populace at large react to it?

Mr. Marshall: Anarchism took different forms in different places and times. Throughout its modern history, regardless of location, the State always reacted defensively and often violently. Since one of the main tenets of anarchism is the abolition of the State, the state has in turn sought (with arguably more success) the abolition of anarchism. Anarchists have been demonized, infiltrated, spied on, deported, killed, or had entire movements violently destroyed. Anarchism was arguably most represented in labour and immigrant movements and activism in the 19th and early 20th centuries, particularly among unions and Jewish emigrants out of Eastern Europe. Poor Jewish emigrants who had to flee Eastern Europe and Russia following the pogroms of the late 19th century took with them an ideology which found a deep grounding in a people without a state, a philosophy which reflected a stateless vision of global solidarity. Many of the Jews who fled were also socialists and Marxists, and radicals of all types, but the most prevalent force was with anarchism. These radical emigrants helped spread the ideas of anarchism into Western Europe, to London, France, Spain, to the United States, and even helping facilitate a massive anarchist movement in Argentina, much larger than the local communist movement.

Radical Jewish emigrants who were articulating anarchist philosophies generally incurred two reactions from their new countries of residence: the poor and working class people and immigrants welcomed these radicals, who struggled for the rights of all, and who were often at the forefront of movements for social justice, labour rights, anti-war, and empowerment; and, on the other hand, the State and media would promote the idea of dangerous “foreigners” and often promoted conceptions of anti-Semitism in order to push this idea. Thus, the reaction from among the general (at least poor and working class) populations was to undermine anti-Semitism and promote cross-ethnic solidarity, while the State and established powers further promoted anti-Semitism, anti-immigration laws, and enhanced police responses. This in turn facilitated police cooperation and coordination between various states, from Western Europe, to the United States and Argentina.

Devon DB: How did anarchism evolve over time and spread?

Mr. Marshall: As previously mentioned, a great deal of the spread of anarchism was facilitated by the mass emigration of radical Jews out of Eastern Europe and Russia in the late 19th and early 20th centuries. The modern history of anarchism is intrinsically linked to modern Jewish history, to a recent history of anti-Semitism, and even to the history of Zionism. This had both negative and positive effects, and promoted two major stereotypes for Jews. On the one hand, it promoted the stereotype of the radical Jewish immigrant, which received a good deal of favour among oppressed populations, but also a great deal of anxiety, xenophobia, anti-Semitism and racism among the ruling classes. On the other hand, Jews were subjected to the stereotype of the rapacious Capitalist, mostly by making reference to the Rothschild banking family.

Many of these stereotypes exist to this very day, but they lack their proper historical context. For example, the Rothschilds in London were very concerned about the radical Jewish emigrants who were entering England and other West European countries from Eastern Europe. These Jews were holding demonstrations and organizing strikes in London and other Western cities, threatening the very interests that the Rothschilds were invested in. The first impulse was to impose immigration restrictions, though this would be perceived as very similar to the expulsions from Eastern Europe, so a new strategy was needed. It was around this time that the Rothschilds became interested in Zionism. Zionism itself had several different brands of thought, and evolved over time. It was originally very radical, and even socialistic. The ideas of Peter Kropotkin and Leo Tolstoy were very influential among many Jewish emigrants in Palestine in the early 20th century, who established the kibbutz movement, a libertarian socialist collective community in Palestine, based originally on agriculture, rejecting the idea of a Jewish nation state and instead promoted Arab-Jewish solidarity.

The Rothschilds had for many years refused to support – whether ideologically or financially – the Zionist movement, and for a number of reasons: it’s radical socialist ideas were opposed to the very nature of how the Rothschilds became the Rothschilds, and perhaps more importantly, because the Rothschilds feared that if they promoted the idea of a Jewish nation, they would be forced to leave Western Europe and go to that very nation. As circumstances changed, however, the Rothschilds promoted a non-radical vision of Zionism, not socialistic or anarchistic, but distinctly Western and capitalistic. It became an opportunity to push the spread of Jewish radicalism into a more controllable ideology, and instead of deporting radical Jews, to support immigration to a new location (the Rothschilds were among the main financiers in personally providing for the means to transport Jews to Palestine).

There were, of course, other representations of anarchism. In Russia, the anarchist movement had a great strength and powerful base of support. During the Russian Revolution, there were three main factions fighting: the Reds (the Communists), the Whites (supported by the West as liberal democrats), and often forgotten from history, the anarchists. Both the Reds and Whites would attack and seek to destroy the anarchist movement during the Russian Revolution and civil war. Trotsky himself led armies against anarchist factions in Russia. The Whites and Reds were fighting for control of the State, while the anarchists were struggling for a society without the state. Ultimately, they were of course destroyed in this battle.

By far the most impressive representation of anarchism in modern history was in Spain. As Peter Marshall wrote, “To date, Spain is the only country in the modern era where anarchism can credibly be said to have developed into a major social movement and to have seriously threatened the State.” Spain was in part specially suited to this because of its long history dating back to the Middle Ages of having many independent communes with their own particular local laws. Anarchism in Spain became popular among the rural poor in the late 19th century, often inciting local insurrections. In time, the philosophy made its way into mining communities and working communities in Barcelona and Madrid. It became popular among young and radical intellectuals, and reportedly even attracted the likes of a young Pablo Picasso. Spanish anarchism was a struggle primarily against both the Church and the State. Just as in France in the 1890s, Spanish anarchism often had violent expressions in bombings and assassinations, met with brutal government repression.

In time, however, the inability of terrorism to overthrow the State became clear, and instead of violence, propaganda became the primary tactic, of spreading the philosophy among workers and peasants. In 1907, in the midst of industrial unrest, libertarian unions in Catalunya, Spain, formed the syndicalist organization, Solidaridad Obrera (Workers’ Unity), and in 1909 it called a general strike. Street battles broke out in which roughly 200 workers were killed, and after which the unions decided to form a stronger and larger organization, the Confederacion Nacional del Trabajo (CNT), which by 1919 had a membership of one million. Between 1917 and 1923 it organized revolutionary strikes all across Spain. In 1919, the CNT adopted the principles of communismo libertario is its main ideology, uniting many unions and workers in opposition to authoritarian socialism.

The highly decentralized structure of the CNT made it resilient to repression, just as several anarchist groups in Russia during the Revolution and Civil War. In the late 1920s and early 1930s, the moderates and reformers were pushed out of the CNT, and the more radical Federacion Anarquista Iberica (FAI) took centre stage. Anarchist workers and peasants attempted to form insurrectional communes across Spain in the early 1930s, often leading to violent state repression. More strikes and insurrections were attempted, one of which included an uprising of 70,000 miners in 1934 which was violently crushed (with the help of Moroccan troops), with hundreds killed. In the following two years, Spain was drifting toward civil war. In 1936, a vision of a new society was outlined at the national congress of the CNT, representing half a million workers by this time, promoting libertarian communism in a society of communes, based on free association syndicalism, linked through regional and national federations, void of social hierarchy.

The individual and collective were simultaneously promoted, so that one was not sacrificed for the other, but rather, both were strengthened in support of one another. Diversity was accepted and promoted, understanding that communes would take on different forms and represent different ideological strands. Education was to be concerned with literacy so that people may think for themselves, and there was no distinction between intellectuals and workers. Courts and prisons were without purpose. These resolutions adopted at the 1936 congress were not to be a blueprint, but rather, “the point of departure for Humanity towards its integral liberation.” Between the time of the congress and the end of the year, the membership of the CNT had grown from 500,000 to 1.5 million. Franco rebelled against the Spanish Republic in July of 1936, was his forces were quickly disarmed by popular militias.

Franco still managed to take control of half the country, though the anarcho-syndicalists were running Barcelona, and Catalunya was essentially an independent republic. Ultimately, however, the concept of the social revolution was being sacrificed in order to fight against Franco and his fascist faction. Still, workers and peasants were being organized to manage their own affairs, and Libertarian Communism seemed not only possible, but actual. Anarchists and other groups formed militias to fight against Franco. George Orwell, who was in Spain fighting against Franco, was also correcting the perceptions given about the anarchists, explaining the incredible achievements of Spanish anarchism.

By 1937, roughly 3 million people were living in collective rural communities. Many villages were established, where money was abolished, collectivizing the land, eradicating illiteracy, and the popular assemblies often included woman and children, responsible for electing an administrative committee which would be accountable to the assemblies. There were also some communities which were ‘individualist’, where people would work their own individual plots of land, while Barcelona became the centre of “urban collectivization.” Public services and industries were run remarkably well in a large and diverse city. Between July and October 1936, “virtually all production and distribution were under workers’ control.” However, the social revolution was undermined by the war against Franco, and the increasing struggle with other factions, such as the Communists.

Some anarchist  leaders were being co-opted into government, and the CNT became increasingly ineffective. As the other factions were receiving foreign support, with the Communists getting support from the Soviet Union, Franco getting support from Hitler and Mussolini, and other factions getting support from Western liberal states, the CNT felt that it would have to incorporate with the state in order to get aid in order to win the war. Thus, by the middle of 1937, wrote Peter Marshall, “the greatest anarchist experiment in history was virtually over; it has lasted barely a year.” The communists had begin to replace the anarchists due to their foreign aid from the Soviet Union, who also organized a secret police which began a reign of terror, largely against anarchist groups, and ultimately the government itself crushed anarchist resistance and imposed censorship of the CNT.

The conflict between the Communists and Anarchists was perhaps the central reason why the Republicans lost the war against Franco, who ultimately conquered Spain in 1939, establishing a fascist dictatorship which lasted until 1976, and which had caused half a million radical Spaniards to flee into exile. Thus, Spain represented both the greatest achievement and failure of anarchism in the 20th century.

Though the movement itself was largely debased during the Cold War, the ideas continued to evolve, and new strands emerged, such as ecological anarchism and even anarcho-Capitalism, which came to be a driving force behind the modern American libertarian movement.

Devon DB: What role did anarchism play in the 19th century labor movement? How was anarchism received in the general labor movement and the regular populace?

Mr. Marshall: In the 19th century United States, labour struggles were a consistent historical development. As anarchism became an articulated idea and philosophy, along with Marxism and Socialism, these radical philosophies became increasingly associated with labour movements, especially in the formation and operation of unions. In the 1860s, two anarchist federations were formed in the United States, the New England Labor Reform League and the American Labor Reform League, which, according to William Reichert, “were the source of radical vitality in America for several decades.” Arguably the most influential American anarchist of his time, Benjamin Tucker, translated the works of Proudhon in 1875, and started his own anarchist publications and journals.

From the 1880s onward, many immigrants to the United States, such as Emma Goldman, helped facilitate the growing popularity of anarchism. Anarchist ideas had some grounding in the revolutionary labour movement in Chicago in the period of the 1870s to the 1880s, noted especially in the Haymarket Affair in 1886, which was connected with the struggle for the eight-hour workday. Across the country on May 1, 1886, roughly half a million workers demonstrated in support of this idea, with the most extreme cases in Chicago, with the largest strikes and demonstrations. Three days later, on May 4, a bomb was thrown at a protest rally in Chicago’s Haymarket Square, killing several police officers and leading to the shooting deaths and injuries of an unknown amount of protesting workers by the police.

The bombing, though its origins remain a mystery, led to the Chicago elite leading a crusade against revolutionary workers movements, with over 200 members of the International Working People’s Association (IWPA) arrested and several tried, with the state prosecutor proclaiming, “Anarchy is on trial.” Following the Haymarket Affair, working class organizations and unions became increasingly radical, many of them adopting distinctly anarchist principles of organization and ideology, and in turn, state repression became more violent and pronounced. The reason why radical unions did not survive the following decades was not due to some intrinsically American spirit of “rugged individualism,” and the national mythology dictates, but rather due to the violent and consistent state repression. Thereafter, and until this very day, May 1 has been celebrated internationally (though ironically not in the United States or Canada) as International Workers’ Day (or May Day).

This radical movement that had emerged out of Chicago in this era has often been referred to as a blending of Marxism and Anarchism, as “anarcho-syndicalist,” “revolutionary socialist,” or even “communistic-anarchist.” It did indeed have a profound impact upon all labour struggles in the following era, upon the agitation and strikes, and upon union organization and ideology. However, as it evolved into the 20th century, unions became increasingly crushed, co-opted, and dismembered, so that instead of united and international federations, they became industry and even company-specific, they became reformist, not revolutionary, and they became even corporatist, in which they sought to work with big business and government instead of against.

This is most emblematic today in the organization and ideology of the largest union federation in the U.S., the AFL-CIO, whose leaders are members of the Trilateral Commission, regularly speak at the Council on Foreign Relations, and are involved in foreign imperial policy for the United States, going with U.S. financial backing to poor nations to organize workers along corporatist lines, drawing them away from radical and revolutionary organization and ideology.

Devon DB: How has anarchist philosophy been distorted over time?

Mr. Marshall: This is a very important question. Anarchism is often considered synonymous with violence and chaos, when in truth, it has far more to do with peace and order. Anarchism has been very easy to dismiss and discredit simply because of its vast diversity. It has had no consistent and rigid structure of thought or action. Yes, there have been violent anarchists and violent agitation, terrorism, and assassinations, and this has done a great deal to discredit an entire and incredibly diverse realm of philosophical thought, but there is much more to anarchist ideas and actions. Anarchist history is often written out of official histories, such as with the Russian and Spanish revolutions, such as with Argentina and the spread of Jewish emigrants. Even today, many in the “alternative” media demonize anarchists.

Anarchist groups were among the first documented cases of having police infiltrators in London in the late 19th century. Infiltration of anarchist groups often still takes place, or more common, is that infiltrators in protests or other demonstrations simply aim to appear like “anarchists”, who are often associated with the Black Bloc, wearing black and with faces covered by masks or bandanas. Many in the alternative press blame police infiltrators for all the violence at protests, which is a misrepresentation, and simultaneously they often portray anarchist groups such as the Black Bloc as entirely consisting of police infiltrators, which is also a misrepresentation. In turn, the state and media portray these same anarchistic groups as violent thugs and criminals, and justify state repression against protesters.

Now, while infiltration of such groups has been documented, we cannot conclude therefore that the entire group or its membership is. This is especially true for anarchist organizations, which reject hierarchical organization, and are therefore more challenging to co-opt or control through traditional means. While certain infiltrators may be present, it does not imply that the entire grouping is being led by such individuals, and the groups are often so loosely-knit that they do not even have a traditional organization as we typically understand it. However, such groups are subject to propaganda from all sides, and this has done a great deal to demonize anarchism as a whole.

In Montreal, for example, anarchists have often been blamed for most of the violence and vandalism, when in fact it is the police (in official uniforms) who have been the most violent and destructive against the burgeoning students movement which began back in February. If you look at the “anarchist” violence, it typically consists of vandalism against bank property, such as smashing bank windows, or throwing rocks at police. Some others among the protesters have also participated in these actions, which are almost always reactions against the police brutality that has been taking place. Reading statements of student protesters who were present on the May 4 protest in Victoriaville, Quebec, where several students were shot in the face with rubber bullets by the police and nearly killed, we see another side to the so-called Black Bloc. Students described being tear gassed and falling to the ground as the riot police approached. Then it was members of the “Black Bloc” (or at least identified as looking like members, since there is hardly a membership roster), with their faces covered and goggles on, who would assist these fallen students, bringing them away from the riot police, treating their eyes, getting them to a medic, kicking the tear gas canisters back to the police. In many protests, when the police violence takes place, it is these individuals who appear to be on the “front lines.” And while their specific actions may not be condoned, they do reflect a popular anger among a rather large segment of the students. So in terms of the demonization of anarchists, or very specific anarchist actions of violence, there is a difference between condoning the act, and condemning the anger.

Simply because the act itself may not be helpful in terms of gaining popular support for a cause, or because it “justifies” police repression in turn, does not mean – as many in the alternative press articulate – that the anarchists are “working for the State,” are all agent provocateurs or infiltrators. Though this is the case at times, it is misleading to portray it as exclusive, and it simplifies rather complex situations, circumstances, and reactions. When a police truck was driven into a group of students at Victoriaville on May 4, it was a small group of average student protesters who picked up rocks to throw at the truck.

The vast majority of students were peaceful in the face of police violence and repression, but the fact that some will react violently is not a reason to dismiss, but an important point of understanding: it informs us that the situation is more extreme, that the reaction is more intense, that the circumstances are more dire. In the same way that when you corner an animal it becomes both its most vulnerable and most vicious, we are seeing this emerge in various protest movements and demonstrations around the world. Simply blaming “anarchists” does little to quell the violence and unrest, and does a great deal of harm to properly understanding these situations and how best to resolve them. Ironically, as anarchists in Montreal have been blamed for most of the violence at protests here over the past 15 weeks, the most organized and openly admitted anarchist event was in holding a large book fair.

Anarchism is still an intellectual pursuit, and because of its refusal to become a rigid ideology, and because of its acceptance of diversity, there will always be more radical and even violent elements and tactics, but ultimately, it is a philosophy built around the concept of solidarity and cooperation, of free association, liberty, and peace. The most common argument against anarchism, from those who typically do not understand what anarchy is, is that without some form of “authority,” the world would be chaos, people would be killing each other, and we would have disorder and destruction.

The simplest answer to this, is to ask the person what we have in the world today: we live in a world of extreme authority, of more globalized authority in every sector of human action and interaction than ever before in human history, yet so much of the world is in chaos, disorder, destruction, war, starvation, decimation, division, segregation, exploitation, and domination. It is not a lack of order and authority that has brought this to be, but rather the exercise of authority in the name of order. People see anarchy as a paradox without acknowledging the paradox of the ideology versus reality of the world we currently live in. This has been the greatest success in distorting the philosophy of anarchism.

Devon DB: How has anarchism been used in other parts of the world as a means of resistance?

Mr. Marshall: Anarchism historically spread to London, France, Spain, Italy, the United States, and especially Argentina in Latin America, as some of its most obvious examples. As it was largely destroyed as a powerful movement following the two World Wars, it had a re-emergence during the rise of the New Left in the 1960s. The New Left was pivotal in the political agitation and protest movements in Europe and the United States in the late 1960s and early 1970s. It helped to re-invigorate an anti-Capitalist ideology and thinking, and in some cases, spawned an anarcho-Capitalist ideology itself. As the environmental movement emerged, so too did an anarchistic brand of environmentalism. Thus, as new movements and social agitation emerged and erupted, new brands and ideas of anarchism would adapt and evolve to the changed circumstances, just as it has through a great deal of human history.

Devon DB: What is your opinion on modern-day anarchism, specifically anarchists who are a part of Occupy?

Mr. Marshall: Modern anarchists are simply too diverse to hold a single opinion. It comes down, as it always has, to recognizing the diversity, and forming diverse opinions on different groups and tactics. As I referenced earlier, I may not condone the act, but I cannot condemn the anger. There was a time when I too would portray all violence as destructive and mindless and would even point as those who committed it as mere infiltrators and agents provocateurs. However, after having been witness to and caught in the midst of the student rebellion erupting in the Canadian province of Québec over the past 15 weeks, after having seen the national propaganda campaign against the students and the violent state repression enacted on a daily basis, it does not surprise me to see some people turning to acts of violence in their resistance. It ultimately is not helpful for the student movement as a whole, as it demonizes them and reduces popular support. But what I have come to understand is that it is a symptom of a large and growing anger, frustration, and discontent.

Violence and terror are reactions of the desperate, so instead of demonizing the act itself, we must come to understand the desperation. For if we truly want peace, and peaceful protests, we must understand the origins of violent reactions. Anarchist groups and ideas are re-emerging around the world to a larger and quicker degree than perhaps thought possible. We see anarchists as part of protest movements in Britain, Spain, Greece, Quebec, the United States, in the Occupy Movement, in Iceland and Italy. The tactics and specifics vary from place to place and person to person, of course. For example, in Italy, there was a recent case in which an anarchist group took responsibility for kneecapping an Italian nuclear company executive, and threatened more shootings. I think it is likely we will see a type of historical parallel to what took place in the 1880s in many places around the world, where we see acts of violence and terror which are attributed to or undertaken by individual or specific anarchist groups, and that as these tactics are presented as unhelpful, as counter-productive and problematic, there may be an increased tendency to renounce all forms of violence and to focus on education and “propaganda,” which the vast majority of anarchists focus on already.

Just as a contrast, while it may be the case that an anarchist group has shot at industry executives in Italy, an anarchist intellectual – Noam Chomsky – has for decades been speaking softly and eloquently, writing and reading and agitating not with fists but words. Ultimately, Chomsky has done more to advance anarchism and anarchist ideas than any act of violence has or could. This is the direction that should be most pursued, and along the lines of anarchistic organization. If you simply look at the Occupy Movement itself, there are many cases of anarchistic structure: the lack of hierarchy, the general assemblies, the public libraries, etc. The libraries are a fascinating case, especially in this time of “economic austerity” in which libraries are increasingly coming under the harsh gaze of the State to have their funding cut.

What the Occupy groups have shown is that if the State takes away the libraries, people can simply organize their own. In Greece, the State demanded that a hospital close down due to budget cuts. Workers at the hospital occupied it and began to run it themselves. There are also reports that some communities in Greece are attempting to form their own currency or trading system. Around the world we increasingly see workers occupying factories and taking over the management collectively, demonstrating the lack of need for professional “managers” (who take all the profits), and the amazing ability of workers to be both decision-makers and producers. These cases are not discussed often or reported frequently, simply because they represent the problem of a good idea: other people might notice. In this sense, if we understand but don’t emphasize the violent actions of a few, and instead if we come to examine and understand anarchism for the vast diversity of philosophy and tactics it truly represents, we are able to see a great degree of hope and progress coming from this movement in the future.

Where the State and corporations and banks work against the people (which is everywhere), where they close factories, foreclose on homes, cut education and health care spending, demand increased costs for people, while decreasing taxes for the rich, there are anarchistic answers and possibilities. In regards to where I currently live in Quebec, with a massive student movement sparked by a 75% increase in tuition, we are suffering under an old paradigm of education, of a political, social, and economic system that benefits the few at the expense of the many. While the first response is to ‘defend’ the educational system as it currently exists, the long-term solution is to radically reorient our conception and organization of education itself. For example, when the university system originated in the Middle Ages, there were two initial brands of university education: the Paris model, and the Bologna model.

In Paris, the school was run by administrations and cultural-regional elites. Over time, as the nation-state and capitalism evolved, these became the patrons and administrators of universities. In Bologna, Italy, the school was run by the students and staff. For obvious reasons, the Paris model won out, but it would seem that in the face of our current global social, political, and economic crises, it is time for the Bologna model to win the historical battle in a resurgence. The notion of students and staff running schools is distinctly anarchistic, in the same way that workers running factories is. As Proudhon declared, “Anarchy is Order,” and in a world of so much chaos and destruction and authority, perhaps it is time for a little anarchy and order.

See original interview here.