The Bantu Expansion stands for the concurrent dispersal of Bantu languages and Bantu-speaking people from an ancestral homeland situated in the Grassfields region in the borderland between current-day Nigeria and Cameroon. During their initial migration across most of Central, Eastern, and Southern Africa, which took place between approximately 5,000 and 1,500 years ago, Bantu speech communities not only introduced new languages in the areas where they immigrated but also new lifestyles, in which initially technological innovations such as pottery making and the use of large stone tools played an important role as did subsequently also farming and metallurgy. Wherever early Bantu speakers started to develop a sedentary way of life, they left an archaeologically visible culture. Once settled, Bantu-speaking newcomers strongly interacted with autochthonous hunter-gatherers, as is still visible in the gene pool and/or the languages of certain present-day Bantu speech communities. The driving forces behind what is the principal linguistic, cultural, and demographic process in Late Holocene Africa are still a matter of debate, but it is increasingly accepted that the climate-induced destruction of the rainforest in West Central Africa around 2,500 years ago gave a boost to the Bantu Expansion.
Writing Africa’s history before the 10th century almost always means relying on sources other than written documents, which increase in number especially from the 16th century onward. Archaeology (including the study of art objects), the comparative study of historically related languages, paleo-environmental studies, and oral traditions provide the bulk of information. Writing Africa’s early history ideally involves collaboration among experts in using each kind of source, an increasingly common practice. Despite the challenges of analysis and interpretation posed by this base of sources, early African history has a depth and breadth akin to the histories made from the written sources in archives. Even so, whereas written documents provide details about individuals and precise dates, the sources for writing early African histories more often provide detail about conceptualization, for example, of time, hospitality, and individualism and about larger, environmental contexts shaping those concepts and shaped by the actions of the people who held them. Translating such concepts and scales of action into accounts accessible to those—including many historians—not steeped in the methodological conventions underlying the analysis of each source is a major challenge facing historians of Africa’s earlier past.
The study of loanwords, and of language contact more generally, is a useful tool in tracing encounters and exchanges between different communities in the past. Loanwords often come in sets related to specific semantic fields, illustrating the nature of exchanged goods and ideas, as well as the nature of contacts between those communities, for instance, economic exchanges or political dominance. Examples include the adoption of new crops and subsistence techniques, in both ancient and recent periods, and the strong Arabic influence in multiple domains on the Swahili language. Loanwords are but one outcome of language contact. More intense contacts can lead to structural borrowing; to convergence between nonaffiliated languages, resulting in linguistic areas; and to language shift. The languages of so-called pygmy hunter-gatherers are a notorious example of people abandoning their own language in favor of a new one.
To identify loanwords and to distinguish them from inherited vocabulary, it is necessary to apply the comparative linguistic method. Irregular sound correspondences and morphological traits, and a continuous distribution across linguistic boundaries are indicative of borrowing. The possibility of semantic analysis and the presence of cognates in related languages may confirm the identity of the donor language. The identification of loanwords suffers from a few drawbacks, however. Some sounds have not changed for centuries or even millennia, preventing the distinction between loans and inherited words. Or loanwords may have become integrated in the phoneme inventory of the recipient language, giving the impression of regular sound correspondences. But even if loans can be recognized as such, the donor language cannot always be traced. Finally, it must be said that the study of loanwords attains the best results when it is based on well-annotated data, with detailed semantic description and a list of regular sound correspondences and adequate classification at hand.
Rhonda M. Gonzales
Comparative historical linguistics is an approach comprising a set of methods that historians who have training in linguistics employ to reconstruct histories for periods of history for which written documentation is absent or scant. It is suggested that the use of comparative historical linguistics helped to push against the notion that people living in oral societies had to be deemed prehistorical, a category popularized in the 19th century, because it is premised that the rich history of the words comprising their languages hold troves of knowledge that historians can access and use to write narratives. Core steps of comparative historical linguistics are explained so that readers understand how researchers use modern-day spoken languages to work backward in time to reconstruct the histories of words that comprise the material items, ideas, and concepts that mattered to speakers of languages prior to the 21st century. The methods’ benefits are discussed, and their limitations highlighted.
The East African coast is an interface between the continental world of Africa and the maritime world of the Indian Ocean, and the monsoons provided a convenient wind system to link them. It was inhabited by a littoral society that was best placed to play a leading role in economic, social, and cultural interaction, including intermarriage, between the two worlds. Its written history goes back at least to the beginning of the Contemporary Era, and it can be termed Swahili from the beginning of the second millennium when this branch of the Bantu languages spread down the coast to give it linguistic unity. Its speakers were organized in towns and villages from southern Somalia to northern Mozambique, which developed into city-states when there were major upturns in international trade and were integrated in the wider Indian Ocean world. The citizens spoke an “elegant” language that was further embellished through its interactions with Arabic and other Indian Ocean languages and literature. Islam spread with that trade, and mosques became a prominent part of the archaeological remains along the Swahili coast. In the process, the Swahili became thoroughly cosmopolitan. Any attempt to disentangle the different strands, “oriental” or “African”—which are two sides of the dense cultural fabric of the littoral people—is bound to be futile. They are two sides of the Swahili coin. This civilization was partially disrupted by the entry of the Portuguese in the 16th century when they tried to divert the spice trade to their channel around the Cape of Good Hope, but it revived during the 18th and 19th centuries.
Joseph C. Miller
The University of Wisconsin-Madison has been a prominent producer of doctorates in African history since 1963. As of 2017 the institution had granted more than 110 degrees. Philip D. Curtin and Jan Vansina, both pioneers in launching the field, led the program until 1975 and were joined in 1969 by Steven Feierman. Together, they supervised an initial cohort of graduates, several of whom became leaders of the then still-formative field, particularly in its methodological infrastructure, as well as in economic and demographic history, slavery in Africa and the Atlantic slave trade, and medical history. The distinguishing features qualifying a diverse array of individual intellectual trajectories as a coherent “school” include a focus on epistemologically historical approaches anchored in the intellectual perspectives of Africans as historical actors and often also as they engaged broader commercial Atlantic and Indian Ocean and world contexts; smaller numbers of more recent doctorates had subsequently sustained these orientations.
Former graduates of the program, William W. Brown, David Henige, and Thomas T. Spear, returned after 1975 to update this framework by bringing social theory and cultural history to bear on the African historical actors at the program’s core. Since 2005, a third generation of faculty members, Neil Kodesh, James Sweet, and Emily Colacci (all students of Wisconsin PhDs teaching at other institutions), have added contemporary approaches to the Wisconsin school’s continuing commitment to Africans’ distinctive epistemologies as they engaged the flows of modern global history. Professionally, Madison graduates have, accordingly, led the ongoing effort to bring Africa in from its initial marginality—as the continent seen as uniquely without a history—into the historical discipline’s core. An aphoristic summary of the Wisconsin legacy might be “Africans’ worlds and Africans in the world.”