Since antiquity and through the modern era African societies maintained contacts with peoples in Europe, the Near and Far East, and the Americas. Among other things, African peoples developed local forms of Christianity and Islam, contributed large amounts of gold to European medieval economies, and exported millions of slaves through the Sahara, and the Atlantic and Indian Oceans. Despite this, by the 19th century historians and philosophers of history thought Africa was a continent without major civilizations, whose peoples passively rested at the margins of history. These ideas persisted into the 20th century when historians undertook the challenge of writing histories that explained how communities around the world were connected to one another. In their early iterations, however, these “world narratives” were little more than histories of the Western world; Africa continued to be largely absent from these stories. After World War II, increasing interest in the history of African societies and a more generalized concern with the study of communities that were both mis- and under-represented by historical scholarship called for a revision of the goals and methods of world historians. Among the most important critiques were those from Afrocentric, African American, and Africanist scholars. Afrocentric writers argued that Africa had in fact developed an important civilization in the form of Egypt and that Egypt was the foundation of the classical world. African American and Africanist writers highlighted the contributions that peoples of African descent had made to the world economy and many cultures around the globe. Africanists also questioned whether world historical narratives, which meaningfully accounted for the richness and complexity of African experiences, could be achieved in the form of a single universal narrative. Instead, historians have suggested and produced new frameworks that could best explain the many ways in which Africa has been part of the world and its history.
Toyin Falola and Abikal Borah
Since the late 1950s, the field of African historiography has undergone many changes. While discussing African philosophies of history, one must acknowledge shifts within the discipline of history and the Afrocentric vision of historical scholarship as two constitutive processes through which different historiographical trends have come into being. It is difficult to take an essentialist position on African philosophies of history, because Africa has been at the center of various transnational and global processes of historical formation. As a result, the scope and scale of African historiography signals a variety of entanglements. The imperative lies in recognizing such entanglements in the longue durée of Africa’s past, to dislodge the narrowly framed imagination attached to African historiography. Considering the complexity of the terrain, it would be appropriate to view African philosophies of history and historiography from three different vantage points. Firstly, historical scholarship centering on Africa has produced critiques of the post-Enlightenment philosophy of history in Europe and elsewhere. This strand highlights the interventions posed by African historiography that decenter a globalized philosophical tradition. Secondly, the inclusion of African indigenous epistemological formations into historical scholarship has transformed the scope of African historiography. This shows shifts in the methodological approaches of historical scholarship and highlights the question of access to the multiplicity of Africa’s past. Thirdly, Pan-Africanism and Afropolitanism expanded the scope and scale of the African philosophy of history by thinking through the transnational and global connections of Afrocentric thought. In other words, Afrocentric historiography attends to the ideas of globalism and cosmopolitanism within its scope and scale.
While African women in film have distinct histories and trajectories, at the same time they have common goals and objectives. Hence, “African women in film” is a concept, an idea, with a shared story and path. While there has always been the hope of creating national cinemas, even the very notion of African cinema(s) in the plural has been pan-African since its early history. And women have taken part in the formation of an African cinema infrastructure from the beginning. The emergence of an “African women in cinema movement” developed from this larger picture. The boundaries of women’s work extend to the global African diaspora. Language, geography, and colonial legacies add to the complexity of African cinema history. Women have drawn from the richness that this multiplicity offers, contributing on local, national, continental, and global levels as practitioners, activists, cultural producers, and stakeholders.
The study of West Africa has contributed to the expansion of comparative arid-lands floodplain prehistory, from both the data collection (cultural and historical) and the theoretical aspects. The neoevolutionary approach that often pictures Africa as a backward continent has been successfully challenged. In the Middle Senegal Valley and in the Inland Niger Delta, research on their societies’ complexity done along these two subcontinent’s floodplains has described new processes (including urbanization) that were not previously featured in the archaeological literature. The two floodplains, because of their ecological diversity, with the richness of their ecological diversity, attracted Saharan populations affected by drought at the end of the second millennium and the first millennium BC. However, after their initiation occupation the two areas took different trajectories in complexity and settlement organization. Large complex settlements have been found at Jenne-jeno and in the Ile a Morphil that illustrate whole new trajectories of civilization. These forms of complexity, found in areas with historically known polities, were not included in the range of possibilities predicted by standard complexity theories regarding civilizational development. Ethnographic and historical data, reveal the existence of societies with a central authority embedded within and balanced by a diffuse, segmented and heterarchical power structure; often as a strategy to resist the individual consolidation of power. These societies exhibit evidence of horizontal differentiation and consensus-based decision making. All these types of organization are characterized by the presence of several sources of power vested in corporate entities, such as lineages, age groups, cults and secret societies.
Animal history in Africa—the multi-species story of the continent’s past—as a separate subdisciplinary “turn” is both recent and tentative, but as an integrated theme within the broader historiography it is both pioneering and enduring. Historians of Africa have long engaged with animals as vectors of change in human history and, of course, at the same time, understood that humans were a key agent of change in animal histories too, especially in the long-lived and extensive writing on epizootics, livestock farming, pastoralism, hunting, and conservation. African animal histories should resist the imposition of intellectual paradigms from the Global North.
Contrary to popular belief, the animated moving image on the African continent has long and diverse histories across many countries. Although it shares both the technology and some of the formal aspects of cinema, its historical development followed a different trajectory to that of indexical film, both in Europe and in Africa. This may be because of animation’s ability to draw upon a range of artistic practice, which means it can take many guises; at times it appears like a cartoon, or sometimes like puppets or sculptures that come to life; at other times it is a metamorphic drawing or painting, or even a photographic montage. In addition, while animation tends to be associated with content specifically intended for a children’s audience, it has in fact been an effective vehicle to conceal sociopolitical critique that would otherwise be considered problematic. Different animators in Africa have used animation to this end, presenting subversive and social-realist content within the unrealistic depictions of fantastical stories, the parodic, comedic or allegorical, or culturally located visual metaphors. African animators have also used animation to safeguard and give permanence to the stories, myths, and legends they grew up with. These legends have occasionally also informed animated superheroes in games such as the Kenyan mobile phone application Africa’s Legends, or the cast of an Afro-futurist setting such as the Nigerian “Afro-anime” production Red Origins. With the onset of digital technology, the landscape of animation in Africa has seen a blossoming of activity from expert and non-expert prod-users. Their work circulates in formal and informal settings, whether visible at a festival, on television and mainstream media, in online social networking spaces or on video streaming sites such as YouTube or Vimeo. The prolific characteristic of animation made for digital spaces has resulted in a paradoxical simultaneous visibility and invisibility. Networks of African artists have benefited from the visibility and distribution that the Internet and smart phone technologies offer; for example, Kenyan multimedia artists Just a Band were quoted as saying that they were discovered online before they were discovered in Nairobi. However, the ephemeral quality of these digital spaces can also be problematic from the archivist’s perspective as digital traces change. For this reason it is increasingly important to capture the traces that African artists leave in this dynamic space as they reflect the zeitgeist.
Noémia de Sousa (1926–2002) is traditionally designated as the founding mother of Mozambican national poetry. She was the only woman poet in Mozambique to play a major role in shaping the cultural imaginary of the Portuguese African nationalisms that emerged in the 1940s and 1950s. Her early life as a woman of mixed African, European, and Goan racial heritage, and the education this racial status afforded her, drew her into writing and journalism in opposition to the colonial regime of the Portuguese New State. Her first and only poetry collection, Sangue Negro (Black blood), was completed and circulated clandestinely in 1951. She was subsequently exiled to Lisbon, and from there to Paris, returning to Portugal in 1973, shortly before the April 1974 Revolution. The contents of Sangue Negro were circulated, in the original and in translation, largely through specific selected poems in African nationalist anthologies. Divided into five sections, the poems of Sangue Negro mix oral and literary tropes and influences. They deal with issues of racial hybridity and colonial assimilation, African American and Pan-Africanist influences in Mozambique, Portuguese Neorealism and Marxist resistance, autobiographical memories and testimonies, and the specificity of women’s political voice. The literary establishment’s reception of de Sousa in 1960s Mozambique was generally dismissive. Her work was also afforded relatively minor status in foundational anglophone accounts of the Lusophone African canon, such as those by Russel Hamilton and Patrick Chabal. The Marxist sociologist critic, Alfredo Margarido was an important exception in this regard and an early champion of her work. In the 1990s, de Sousa was progressively validated and incorporated into the canonization of black, Pan-Africanist, and Negritudinist writers by critics such as Pires Laranjeira in Portugal. Since the 1990s she has received more in-depth, gender-informed attention in Mozambique, Portugal, Brazil, the United States, and the United Kingdom, consolidating her international status as a pioneering woman’s voice in Africa’s literary history of national liberation struggle. Her poetry collection Sangue Negro was reprinted by the Mozambican Writers’ Association (AEMO) in a new edition in 2001, for the first time since the 1951 original.
Films and video dramas can become historical sources in different ways. One of them is the use of the filmic images as a source for learning about the physical environment, the layout and look of cities, buildings, rural landscapes, and other cultural elements. The documentation of urban spaces in movies made in the cities that were frequently used as filming locations, such as Dakar in Senegal or Ouagadougou in Burkina Faso, furnish cases for extended treatment. Secondly, feature films can comment on the past as a kind of “history writing,” by offering explanation and perspective on past events, a means of doing what written history does in a different medium. The invention of fictional characters or dialogue and filmic strategies such as condensation do not invalidate the contribution that some movies make to the understanding of historical situations. In the case of African history, films by Ousmane Sembene, Med Hondo, and Raoul Peck are illustrations of how this has been achieved. Finally, movies also bear witness to the time of their production, because as creations of the intellect they reflect the interests, concerns, preoccupations, and possibilities of their time. Studies can focus not only on a movie in itself but also on viewers’ perception of it or on critics’ responses, either at the time of its first release or in subsequent viewings. In contrasting ways, Gaston Kaboré’s pre-colonial era films and Jean-Pierre Bekolo’s depiction of Yaounde working class neighborhoods offer exemplary material for this kind of study. Popular films and video dramas can in turn have an impact on their societies and be used deliberately by their makers to disseminate messages, entering in this way the chain of historical causality. In the 1990s the low budget video dramas first produced in Ghana and Nigeria in analogue recordings on VHS cassettes brought a challenge to the established African cinema that was recognized in the international film festival circuit, by combining amateurish production values and commercial success. This mass cultural phenomenon offers an opportunity to explore the economic and cultural roots of a particular style of visual storytelling, as well as the connections between popular audiences’ thematic preferences in entertainment and their everyday living conditions.
From the period of the “Scramble for Africa” in the 1880s to the era of decolonization that began in the 1950s, culture and media played essential roles in constructing images of the colonized subject as well as governing newly conquered empires. In the struggle for political independence, Africans used film, music, literature, journals, and newspapers to counter European ideas about African society as well as to provide the foundations for postcolonial national identities. With sovereignty largely realized across Africa in the 1960s and 1970s, the roles of culture and media were critical in forging the bonds of nationhood and solidifying the legitimacy of the new states. However, those official efforts increasingly clashed with the aspirations of cultural activists, who desired a more thorough transformation of their societies in order to transcend the colonial legacy and construct progressive communities. Media and culture became a forum for political conflict whereby governments increasingly restricted creativity and subsequently sought complete control of the means of cultural creation and diffusion. Both the aspirations of public officials and opposition activists suffered during a period of prolonged economic crisis in Africa, which began in the 1970s and stretched into the 1990s. The sinews of governance as well as the radical pretensions of culture workers were torn asunder as many parts of Africa suffered state collapse, civil war, famine, and epidemic diseases (including the HIV/AIDS and Ebola crises). The dawn of the new millennium coincided with the age of neoliberal globalization that, for many African countries, was synonymous with structural adjustment programs and oversight from such international lending institutions as the International Monetary Fund (IMF) and the World Bank. This often required the privatization of media across Africa and included the greater prominence of non-African media sources on radio, television, and the cinema throughout the continent. It also was reflected in a shift among African culture workers, who frequently centered on the impact of globalization on African societies in their work. Filmmakers, musicians, and writers often use their platforms to speak to the wider world beyond Africa about the place of African societies in the globalized world.
The history of North Africa from the coming of Islam to the rise of the Almoravid Empire in the 11th century is a crucial period in the making of the Islamic Maghrib. From 600
Apollos Okwuchi Nwauwa
With the arrival of Europeans in West Africa in the 15th century, which preceded formal conquest and pacification, missionaries took the lead in introducing Western education as an indispensable tool for effective evangelism. Subsequently, the various European colonial governments appropriated education as a means of consolidating colonial rule in West Africa. By the middle of the 19th century, Western education began to produce a new, educated elite, at the core of which were “liberated slaves” in Sierra Leone. Western education produced its own contradictions. On the one hand, it produced educated hybrids who were alienated from their own peoples and cultures and who collaborated with Europeans to entrench colonialism in West Africa. On the other hand, the new elite, educated both in Africa and overseas, subsequently morphed into the new nationalists who became valuable agents for the liquidation of European imperialism in Africa. The emergent institutions of higher learning and the three new universities in West African founded in the aftermath of World War II became hotbeds of intellectual discourse just as the debate over the need for adaptation and Africanization resurfaced. Following the end of colonial rule, the “new elite,” now expanding in number, continued to provide contentious, neocolonial leadership and direction for development in postcolonial West Africa. Thus, despite its undesirable effect on European colonialism, Western education played into the hands of the educated elite who appropriated and deployed its latent, potent force in order to dislodge Europeans from Africa.