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The History of Sudanese Nationalism  

Yoshiko Kurita

Ever since its conquest by the armies of Muḥammad ‘Alī Pasha in 1820, Sudan (the Republic of Sudan today) has been subjugated to colonial rule by foreign powers—first by the Ottoman-Egyptian regime from 1821 to 1885, then by the British (nominally the Anglo-Egyptian “Condominium”) from 1899 to 1955. Consequently, modern Sudanese history came to be characterized by the emergence of a series of anticolonial popular struggles, such as the Mahdist movement (1881–1898), the 1924 Revolution, and other political movements in the 1940s and 1950s. In spite of apparent differences in style, method, and ideological background, these were essentially based on the energy of the masses aspiring for liberation from colonial rule. The development of the national liberation movement in Sudan was a complicated process, since the modern Sudanese state itself was an artificial colonial state, and it was never self-evident what the “Sudanese nation” was. Building solidarity among peoples of different cultural and religious backgrounds within Sudan (such as the mainly Arab Muslim population in the north and peoples of different backgrounds in the south and the Nuba Mountains) turned out to be crucial to the anticolonial struggle. Because of the colonial situation which prevailed in the Nile Valley after the 1880s (Egypt itself was occupied by the British in 1882), the idea of a regional (if apparently contradictory) coordination of “Sudanese nationalism” and the cause of the “unity of the Nile Valley” coexisted. Finally, since colonialism inevitably had its socioeconomic dimensions, a conflict of interests between the privileged local elites (tribal and religious leaders) and the general masses emerged, leading to a struggle over who would represent the “Sudanese nation.” The independence of the country in 1956 did not put an end to the question of Sudanese nationalism, since the colonial nature of the modern Sudanese state remained unchanged, and the popular struggle against oppressive state apparatus and social injustice continued even after independence. Various elements of civil society, including trade unions, students, and women, called for a democratic transformation of the Sudanese state. Peoples of the politically and economically “marginalized” areas in Sudan (such as the South and the Nuba Mountains) rose up in protest against underdevelopment, leading eventually to the emergence of Sudan People’s Liberation Movement (SLPM) in the 1980s, which advocated the vision of “New Sudan”—a type of “Sudanese nationalism,” so to speak, based on the aspirations of marginalized areas. Although, with the independence of the South in 2011 (a development which was not originally anticipated by the Sudan People’s Liberation Movement [SPLM] itself) the modern Sudanese state (as it used to be known) ceased to exist, this does not mean that the heritage of various anticolonial struggles in Sudan has been meaningless. Rather, it constitutes a common property, so to speak, for the peoples in the region (though now divided between different states), and serves as a source of historical lessons and political inspiration for future generations.

Article

Education in Colonial Sudan, 1900–1957  

Iris Seri-Hersch

In the first half of the 20th century, Sudan, which included the territories of present-day Sudan and South Sudan, was ruled by a dual colonial government known as the Anglo-Egyptian Condominium (1899–1956). Britain was the senior partner in this administration, Egypt being itself politically and militarily subordinated to Britain between 1882 and 1956. During most of the colonial period, Sudan was ruled as two Sudans, as the British sought to separate the predominantly Islamic and Arabic-speaking North from the multireligious and multilingual South. Educational policy was no exception to this: until 1947, the British developed a government school system in the North while leaving educational matters in the hands of Christian missionaries in the South. In the North, the numerically dominant government school network coexisted with Egyptian schools, missionary schools, community schools, and Sudanese private schools. In the South, schools were established by the Anglican Church Missionary Society, the Roman Catholic Verona Fathers, and the American Presbyterian Mission. Whereas Arabic and English were the mediums of instruction in Northern schools, the linguistic situation was more complicated in the South, where local vernaculars, English and Romanized Arabic were used in missionary schools. The last colonial decade (1947–1957) witnessed a triple process of educational expansion, unification, and nationalization. Mounting Anglo-Egyptian rivalries over the control of Sudan and the polarization of Sudanese nationalists into “pro-British” independentists and “pro-Egyptian” unionists led the British authorities in Khartoum to boost government education while giving up the policy of separate rule between North and South. In practice, educational unification of the two Sudanese regions meant the alignment of Southern curricula on Northern programs and the introduction of Arabic into Southern schools, first as a subject matter, then as a medium of instruction. Missionary and other private schools were nationalized one year after Sudan gained independence from Britain and Egypt (1956).

Article

Ethiopia in the Nineteenth Century  

Teshale Tibebu

The history of Ethiopia during the 19th century involved three fundamental processes: (1) the Zämänä Mäsafənt (Era of Princes) and its coming to an end under Kassa Häylu, later Emperor Tewodros II; (2) the repeated attempts by Egypt and Italy to colonize Ethiopia, culminating in the Battle of Adwa on March 1, 1896; and (3) Mənilək’s territorial expansion and conquest of what is now southern Ethiopia during the last quarter of the 19th century in campaigns known as agär maqnat. These three distinct, yet related, processes laid the foundations for the making of modern Ethiopia. The end of the Zämänä Mäsafənt was a key factor in centralizing state power in the hands of the emperors of Ethiopia. It enabled consolidating the power of the regional lords under the emperor, which in turn played a critical role in confronting Egypt and Italy’s colonial intrusions in the late 19th century. Mənilək’s territorial conquests in the south further strengthened the state, garnering vast human and material resources that played a critical role in the Ethiopian victory at the Battle of Adwa. All three processes worked in tandem: the end of the Zämänä Mäsafənt created a strong centralized state; such a state succeeded in nipping in the bud the colonial invasions of Egypt and Italy; and the successes of the agär maqnat campaigns added to the overall strength of the country. It also laid the ground for the problems of the 20th century, chief among them being the “national question.”