Commentary · Education & National Development
On a board’s vote, a diaspora’s faith, Walter Rodney’s ghost, and the Guyanese children who will one day govern the Stabroek block — or not.
By Terrence Richard Blackman, Ph.D. · July 11, 2026
“Each generation must discover its mission, fulfill it or betray it, in relative opacity.”
— Frantz Fanon, The Wretched of the Earth (1961)[1]
I. Someone Bought a Ticket
Someone bought a ticket.
Not on institutional authorization. Not after a board meeting. Before one. They bought a ticket to Guyana because they believed — in the children, in the work, in the proposition that mathematics is not a luxury a developing nation can defer. The ticket was the argument. The ticket was the gift.
Then the board met. And voted no.
I want us to sit with that for a moment, because it is easy to move too quickly past the particulars of institutional disappointment into the consolations of resilience. But the particulars matter here. The Queen’s College Summer Math Institute — now approaching its tenth anniversary — was built precisely on the logic that the Caribbean diaspora carries something the region urgently needs: not charity, but competence. Not sentiment, but rigorous intellectual engagement with the question of what it means to educate a generation for a world that is changing faster than our institutions have been designed to understand.
The ticket was not hubris. It was a wager on that logic.
The decision declined the wager.
“The ticket was not hubris. It was a wager on that logic. The decision declined the wager.” — T.R.B.
II. What Guyana Keeps Refusing
Guyana has a history of returning its greatest gifts.
In 1968, Walter Rodney — Queen’s College alumnus, historian, political philosopher, one of the twentieth century’s most consequential minds on the relationship between knowledge and liberation — was barred from returning to Jamaica by the Shearer government. Six years later, when he returned to Guyana and was offered a professorship at the University of Guyana, the Forbes Burnham government rescinded the appointment upon his arrival.[2] He offered his mind to his nation. The institutions of his day handed it back.
We know how that story ends. How Europe Underdeveloped Africa, the work that institutions tried to suppress, is now taught in universities across the planet.[3] The gift, returned, did not diminish. It entered the permanent record.
But Guyana lost something it cannot fully account for. The cost of refusing gifts is not always visible at the moment of refusal. It accumulates.
The Pattern of the Returned Gift
III. Who Will Build the Models
What does a nation need to do with a trillion-dollar oil endowment?
The easy answer is: manage it well. Establish a sovereign wealth fund. Resist the resource curse. Build infrastructure.
But there is a prior question, and it is the one that mathematics educators have been trying to answer for a decade from a campus in Georgetown: Who will do that work? Who will audit the contracts? Who will build the models? Who will sit across the table from ExxonMobil’s geophysicists and engineers and understand, line by line, what is being proposed?
The answer is not imported. It cannot be. A nation that permanently outsources the technical literacy required to govern its own resources is not a sovereign nation.
It is a subcontractor.
Every theorem begins by asking what follows if certain assumptions are accepted. Nations are not so different. Institutions reveal themselves by the assumptions they make about their own children.
Mathematics is not preparation for that future. Mathematics is that future, made legible.
Cardinal Warde has spent decades making the same argument across the Caribbean. Through SPISE and the broader SEED strategy — Science and Engineering for Economic Development — he has shown that Caribbean students, when given world-class preparation, compete successfully with the very best anywhere.[4] Roughly forty percent of SPISE graduates have gone on to MIT, Stanford, Princeton, and Caltech. The experiment has already been run. The results are no longer hypothetical.
“A nation that permanently outsources the technical literacy required to govern its own resources is not a sovereign nation. It is a subcontractor.” — T.R.B.
IV. The Children Are Still Waiting
The QC Summer Math Institute did not emerge from a ministry. It emerged from partnerships — teachers, volunteers, diaspora scholars, organizations willing to invest before success was guaranteed. STEM Guyana was among the earliest believers, present at the very first camp, when the logic was still being tested and the infrastructure was still being assembled. Others followed. The institution itself was built in the space created by those acts of trust.
A decade later, diaspora members are still buying tickets before the board has voted. The faith still precedes the permission. That is a remarkable thing. It is also, if we are honest, an indictment.
Because the children are still there.
They are in classrooms in Georgetown, in Linden, in New Amsterdam, in communities along the Demerara and the Berbice. They are solving problems — or they are not — depending on whether the adults who govern their institutions chose to receive the gift that was being offered.
They did not vote on the matter.
They will, however, live with the consequences.
Guyana’s oil economy will require, within a generation, a class of technically literate citizens capable of doing more than consuming the revenues. It will require engineers, data scientists, financial modelers, systems thinkers — people who understand not just that oil is being extracted, but at what rate, under what contractual terms, with what environmental consequence, and at what opportunity cost to every alternative form of national development.
Nations are remembered not only for the gifts they produce, but for the gifts they recognize. Every generation receives opportunities that arrive quietly — in the form of a teacher, a scientist, a volunteer, a ticket already purchased. The tragedy is seldom that the gift was never offered. It is that the institution could not recognize it when it arrived.
The ticket has already been bought.
The children are still waiting.
Terrence Richard Blackman, Ph.D., is Professor and Chair of Mathematics at Medgar Evers College, CUNY, and Founder and Publisher of the Guyana Business Journal. He writes the GBJ Sunday Essay. The views expressed are the author’s own and do not represent Medgar Evers College or the City University of New York.
References
- Fanon, Frantz. Les Damnés de la Terre (Maspero, 1961); trans. Constance Farrington as The Wretched of the Earth (Grove Press, 1963). The passage on each generation’s mission appears in the chapter “On National Culture.”
- National Security Archive, George Washington University. “The Walter Rodney Murder Mystery in Guyana, 40 Years Later.” June 13, 2020. nsarchive.gwu.edu · See also: Walter Rodney Foundation. walterrodneyfoundation.org
- Rodney, Walter. How Europe Underdeveloped Africa. Bogle-L’Ouverture Publications and Tanzania Publishing House, 1972. Currently in print with Verso Books (2018 ed., foreword by Angela Davis). versobooks.com
- Warde, Cardinal, and Dinah Sah. “Creating a STEM-based Economic Pillar for the Caribbean: A Blueprint.” Journal of Education and Development in the Caribbean, Vol. 18, No. 1 (2019). SPISE graduate placement data from Caribbean Science Foundation program reports. caribbeanscience.org
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