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.
Jessica Catherine Reuther
The modern-day Republic of Benin in West Africa was historically a patchwork of precolonial kingdoms and acephalous zones. In the 17th century, the kingdom of Dahomey formed in the south central interior plateau region of modern-day Benin. In the 18th century, Dahomey grew to become the dominant regional power. Dahomey’s women were famed globally for their roles as government ministers, queen mothers, and warriors. Women had multiple means through which to achieve various forms of power. Women’s power was multi-faceted during the precolonial era; however, these women’s power required proximity to the king and incorporation into the royal palace.
During the colonial era from 1894–1960, women had much fewer opportunities to achieve positions of formal power. After the conquest of the Slave Coast region in the 1890s, France established a colony named after the kingdom of Dahomey. Women’s roles in politics declined rapidly as part of the shift from the precolonial to colonial systems of governance. This shift continued a trend though, already unfolding in the 19th century, that reduced women’s power in the royal palace. Few women rose to formal positions of authority in collaboration with the French colonial administration. Colonialism irrevocably transformed gendered systems of power and authority in ways that removed Dahomean women from officially sanctioned positions of power. Despite these restrictions, Dahomean women always found ways to express their agendas and exert influence over the colonial government. During the colonial era, market women, in particular, found ways to protest colonial policies and developed gendered strategies of activism.
In 1960, Dahomey gained independence from France and was renamed Benin in 1972. Beninese women have struggled to regain their active roles in political life. Since the end of the Cold War and the transition from socialism to democracy in the 1990s, individual Beninese women who had access to education and the opportunity to study and work for extended periods of time have managed to once again participate in national politics. However, they remain a disadvantaged minority in electoral politics.