Dar es Salaam, a major urban center in early 21st-century East Africa, was founded in 1862 as a mainland outpost of the sultanate in Zanzibar. From its very beginnings, the town was a cosmopolitan, polyglot, and multiethnic space. Following colonial conquest, the Germans used Dar es Salaam as their capital of German East Africa from 1891 onward, as did the British administration of Tanganyika, as the territory was renamed after the transfer of power following World War I, until independence in 1961. Colonial rule shaped the city’s geography according to racialized zoning, yet both colonial and subsequent postcolonial governments often found themselves reacting to dynamics (particularly immigration and informalization) rather than initiating them. Since the late colonial period, social and political dynamics in Dar es Salaam—such as the growth of nationalism—have had repercussions in all of Tanzania. In the 1960s and 1970s, the city became a transnational revolutionary hub at the crossroads of Pan-Africanism, anticolonial currents, and Cold War rivalries. At the same time, at the national level, the government tried to peripheralize Dar es Salaam and announced the relocation of the capital to Dodoma in 1972. Despite the antiurban bias of Tanzania’s policies of African socialism (
ujamaa
) and neoliberal reconfigurations from the 1980s onward, both of which put a brake on state investments in urban infrastructures and services, Dar es Salaam remained a commercial, cultural, and diplomatic center. With a population that grew from 22,500 in 1913 to 5.4 million inhabitants in 2022, it has become one of Africa’s major metropolises.
Article
Dar es Salaam
Eric Burton
Article
The Ethiopian Red Terror
Jacob Wiebel
The Red Terror was a period of intense political and inter-communal violence in revolutionary Ethiopia during the late 1970s. This violence erupted two years after the revolution of 1974 and was concentrated in the cities and towns of Ethiopia, particularly in Addis Ababa, Gondar, Asmara, and Dessie. In the struggle over the direction and ownership of the revolution, opposition groups of the radical left violently opposed a military regime that itself came to embrace and promulgate Marxist-Leninist language and policies, and that relied heavily on the use of armed force to stifle dissent. While much of the violence was carried out by security personnel, the delegation of the state’s means and instruments of violence to newly formed militias and to armed citizens was a defining feature of the Red Terror. The number of casualties and victims of the Red Terror remains heavily contested and is subject to divergent counting criteria and to definitions of the Terror’s scope in relation to other concurrent conflicts in the region, such as the Eritrean and Tigrayan civil wars; plausible figures suggest more than 50,000 deaths, in addition to many more who were subjected to torture, exile, personal losses, and other forms of violence. To this day, the Red Terror constitutes a period that is remembered in Ethiopia as much for the forms of its violence as for the extent of its harm. Its ramifications, from the support it triggered for the ethno-nationalist insurgencies that overthrew the military regime in 1991, to its role in the emergence of a sizeable Ethiopian diaspora, make the Red Terror an episode of defining and lasting significance in the modern history of Ethiopia.
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History of Higher Education in Kenya
Michael Mwenda Kithinji
The history of higher education in Kenya is defined by a struggle for domination by the various forces that have sought to influence the country’s social, economic, and political trajectory in the colonial and postcolonial periods. During the colonial period, the church had a major interest in education, which they viewed as an important tool in their evangelizing mission. However, the colonial government regarded education as an agency for social control as it attempted to mediate the competing interests of the missionaries, white settlers, and African nationalists. Similarly, the postcolonial governments saw education, especially at the higher level as significant due to its role in forming the elite class and as a mechanism for ideological control. Consequently, Kenya’s higher education landscape has witnessed a striking transformation as it served as an arena for powerful competing interests from the colonial period to the present.
The period between the inception of higher education in the late 1940s until the early independence period in the late 1960s was dominated by the colonial inter-territorial policy that severely limited the opportunities to access higher education. While the first postcolonial government of President Kenyatta largely upheld the colonial elitist ideas on higher education, this approach changed when President Moi came into office in 1978. President Moi wanted to leave his mark on education by increasing access to higher education. Many students were thus able to access university education, previously a preserve of the privileged few. University expansion remains an enduring legacy of President Moi’s administration, which the succeeding government of Mwai Kibaki inherited and enhanced.
