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.
Article
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.
