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The story of Tony’s Chocolonely

Professional and personal experiences as leverage for learning.

The Internet Revolution

Richard Barbrook and Andy Cameron’s The Californian Ideology, originally published in 1995 by Mute magazine and the nettime mailinglist, is the iconic text of the first wave of Net criticism. The internet might have fundamentally changed in the last two decades, but their demolition of the neoliberal orthodoxies of Silicon Valley remains shocking and provocative. They question the cult of the dot-com entrepreneur, challenging the theory of technological determinism and refuting the myths of American history. Denounced as the work of ‘looney lefties’ by Silicon Valley’s boosters when it first appeared, The Californian Ideology has since been vindicated by the corporate take-over of the Net and the exposure of the NSA’s mass surveillance programmes.Published in 1999 at the peak of the dot-com bubble, Richard Barbrook’s Cyber-Communism offers an alternative vision of the shape of things to come, inspired by Marshall McLuhan’s paradoxical ‘thought probes’. With the Californian Ideology growing stronger, the Net was celebrated as the mechanical perfection of neoliberal economics. Barbrook shows how this futurist prophecy is borrowed from America’s defunct Cold War enemy: Stalinist Russia. Technological progress was the catalyst of social transformation. With copyright weakening, intellectual commodities were mutating into gifts. Invented in capitalist America, the Net in the late-1990s had become the first working model of communism in human history.In an introduction written specially for this 20th anniversary edition, Richard Barbrook takes a fresh look at the hippie capitalists who shaped Silicon Valley and explains how their influence continues to this day. These thought probes are still relevant in understanding the contradictory impact of ubiquitous social media within the modern world. As McLuhan had insisted, theoretical provocation creates political understanding.Richard Barbrook is Senior Lecturer in the Department of Politics and International Relations at the University of Westminster, London, England. He is a trustee of Cybersalon and a founder member of Class Wargames. He has written about the politics of the Net and gaming in his books Media Freedom: The Contradictions of Communications in the Age of Modernity; The Class of the New; Imaginary Futures: From Thinking Machines to the Global Village; and Class Wargames: Ludic Subversion Against Spectacular Capitalism.

Professional and personal experiences as leverage for learning

The current transnational climate (British Council, 2014) in Europe is likely to continue to generate institutional and classroom situations which dictate that difference and otherness be the norm rather than the exception. Unfortunately, in the 1960's, Black and minority ethnic (BME) migrants from the former British colonies had less-than-favorable educational experiences in Britain due to prejudice and stereotyping mainly arising from cultural differences. Since then there have been a plethora of studies, policies, and reports regarding the perpetuation of discrimination in educational institutions. Today, British higher educational institutions have finally begun to recognize the need to reduce progression and attainment gaps. However, their focus tends to only consider the student “Black and Minority Ethnic attainment gap” with almost no attention being given to educators', or more specifically there is a distinctive lack of thought given to the female BME educators' progression and attainment in British HEIs. As such, this paper draws theoretically and conceptually on critical cultural autoethnography, to illustrate the value of conducting research into a female's BME educators' personal and professional experiences, and “gives voice to previously silenced and marginalized experiences” (Boylorn and Orbe, 2014, p. 15). In doing so, I highlight how higher educational institutions underutilisation of such competencies and contributions have and continue to perpetuate BME underachievement. I conclude the paper by questioning the accountability of providing support for BME educators progression and attainment, challenge educational leaders to consider the value and utilization of cultural knowledge, and implore all educators to reflect on how their personal experiences influence their professional identity.

Acknowledgement, Apology, Recovery: The Dutch Kingdom Apologizes for Slavery

During an interview at Georgetown University’s School of Foreign Service one student questioned Prime Minister Rutte about an official apology for slavery. The Dutch Prime Minister assured that each island-nation to whom the Kingdom apologized “has full power to decide to leave the Kingdom. They are not colonized. They are independent.” Rutte described the current role of The Netherlands as that of a “gateway” to bring their products to Europe. The emphasis on trade relationship smacks of neo-colonial interests. Rutte’s portrayal of The Netherlands acting as the “in” to the European market for the former colonies is far from the recovery that one would expect for the descendants of the enslaved. In fact, the Slavery Past Dialogue made a number of recommendations to the Dutch Kingdom, including “active prevention of discrimination and institutional racism throughout society” and “the establishment of a Kingdom Fund […] for structural and sustainable financing of recovery measures.” The Dutch Prime Minister’s comments belie a singular focus on trade with the Caribbean nations rather than a holistic approach, looking at non-pecuniary interests involving the well-being of the descendants and the societies in which they live today. The “republicanization” serves as a backdrop to the years-long journey during which the Dutch government (and the Dutch crown) seemingly dragged their feet, refusing to issue a formal apology for the trade of Africans by the Dutch West Indies corporation. That much-solicited apology was finally issued in December 2022, despite warnings that any gesture that excluded reparations would not be favorably received by the Dutch Caribbean nations.

Tourism as an exercise in three-dimensional power : evidence from Ghana

This study uses Lukes' (2005) three-dimensional power to explore the ability of traditional chiefs to influence slavery-based heritage tourism decisions. Traditional chiefs of five former slave communities in Ghana were in-depth interviewed about their efforts to harness community development through tourism and perceived influence in tourism decision-making process. Results indicated that despite being guardians of tourism resources, traditional chiefs perceive themselves to be powerless in affecting management decisions because of governmental control of local community institutions. They, however, exert considerable influence on tourism activities by either avoiding engagement or acting as community vanguards to discredit the interests of other stakeholders. Interview data support the theoretical tenets of Lukes' (2005) three-dimensional view of power, and the need to pursue cooperative tourism planning is discussed