Since the euphoria of independence in the 1960s and subsequent attempts at decolonization of university education through promotion of perspectives grounded in African realities and experiences, African universities have almost without exception significantly Africanized their personnel but not their curricula, pedagogical structures, or epistemologies in a systematic and productive manner. Even a late arrival to political independence such as South Africa has, however reluctantly, embarked upon and covered some mileage toward Africanization of university personnel. Hardly addressed in any meaningful and transformative manner (even in countries that gained independence in the 1960s or shortly before), however, is the tradition of knowledge production and the epistemological order that informs it. This paper argues that any serious attempt at making African universities uncompromisingly inclusive institutions through embracing African traditions of knowing and knowledge production would require looking beyond the academy in its current configuration for inspiration. It uses the example of Amos Tutuola—a man of limited formal colonial education, and his writings depicting African universes as inspired by his Yoruba cosmology and ontology, to make the case on the reservoirs of insights and wisdom in the lived experiences of ordinary Africans, waiting to be tapped and channelled into the lecture halls of universities to refresh minds and reconfigure practice in the interest of a more relevant scholarship. The paper baptizes as convivial such a scholarship that dwells less on zero-sum games of absolute winners and losers, encourages a disposition of incompleteness and humility through the reality of the ubiquity of debt and indebtedness, and finds strength in themes of interconnections, interdependences, compositeness, and incompleteness of being that Tutuola’s writings exude.
Francis B. Nyamnjoh
Interviewing is commonly utilized in all disciplines of the social sciences. Across Africa, interviews are undertaken in a variety of diverse contexts by researchers from within and without the continent. Although the challenges many face are context specific, they are certainly not Africa specific: from research design and preparation, to implementation in cross-cultural, extremely rural, or conflict-affected environments. In order to overcome these challenges, researchers must first recognize that interview data encompass much more than respondents’ answers to posed questions. Interview data, obtained in the process of organizing and conducting interviews, are the information collected before, during, and after the interview encounter; and analyses of the context in which they are pursued, including encountered difficulties. Together, these rich data further our understanding of contemporary Africa, as they do of other continents. It is rare, however, for published outputs to fully engage with the processes of preparing for, enacting, and interpreting the interview encounter. Such omissions limit our understanding of the research process and impede methodological transparency, thereby obscuring possible biases in data and the conclusions drawn from it.
Sara Rich Dorman
African nationalism’s origins are found in anti-colonial protest and the artificial boundaries of post-colonial states. But it has proven a resilient force in African politics, alongside the colonially engineered states, with few border changes in the post-independence period. Despite the artificiality of the new states and nations, only a few new states emerge, with most political conflict aimed at ensuring inclusion within the state’s original boundaries. The experience of decolonization has led nationalist politics to be coalitional in form rather than ideological, bringing together diverse groups. Nation building strategies are deployed after independence to promote unity and development while depoliticizing, homogenizing, and gendering the nationalist legacy. Memorialization and iconography are deployed in this cause, but unevenly. The decades after independence are marked by single party or no-party rule in which the nationalist generations hold on to power. After the end of the cold war, when multiparty elections resumed in many states, and with the aging nationalists increasingly unable to maintain their hold on power, identity-based politics was transformed into an often violent politics of belonging, identifying some ethnic and racial groups as more fully national than others. In states that experienced liberation wars, the generation that led the struggle proved particularly resistant to handing over power, basing their claims on their nationalist credentials and seeking to discredit others. Yet generational and technological change ensured that subaltern groups, through creative and social media, as well as political movements, continued to claim, contest, and transform national imaginaries.
Since the late 1980s, historians have paid increasing attention to party politics and political movements in Africa. Recent work has emphasized the importance of World War II in transforming political constituencies, mobilizing opposition to colonial regimes, and encouraging new political imaginaries. Documenting these processes has also enabled a richer appreciation of the complexity of African publics, and the ongoing power demanded and asserted by women as well as men, non-elites as well as elites. In this way, the role of history has often been to tell important stories from the bottom up. Africanist historians’ interdisciplinary research methodologies, emphasizing local discourses and cultural frames, have also contributed to an increased understanding of the specificities of political participation and state practices in African countries. In turn, these insights represent a useful addition to—and in some cases revision of—existing accounts of “weak” African states and other notions of African dysfunction.
Philip G. Roeder
National secession seeks to create a new sovereign state for a nation residing on its homeland that is currently located inside another sovereign state. This goal distinguishes national secession from regional secession, autonomy, and decolonization and shapes the strategies, operational objectives, and tactical choices of the leaders of national-secession campaigns. Explanations for the success of some campaigns—particularly, success at getting on the global agenda—have focused on the identities, grievances, or greed of their members. Explanations for why some campaigns have turned to protracted intense violence have focused on these motivations and on tactical-logistical opportunities. The existing literature suffers from its failure to agree on theoretical and conceptual fundamentals. As a consequence, empirical studies focus on very different universes of cases and operationalize key variables in diverging ways. The existing literature frequently does not consider how the goal of national secession constrains the strategies, operations, and tactics of such campaigns. And so, it often fails to consider whether studies with another dependent variable can be extended to the study of national secession. Explanations stress indeterminate or substitutable causes and remote constraints on most national-secession campaigns—causes and constraints taken “off the shelf” from theories about conflicts operating under very different strategic and operational constraints. Missing from these explanations is the authenticity and realism of the programs for national secession in the assessments of the populations that each program presents as a nation with a right to a sovereign state of its own. Explanations and recommendations for responses by common-state governments, their allies, and the international community often fail to understand the centrality of the war of programs between national secessionists and common-state governments and the ways this constrains what compromises are possible and what responses are most likely to lead to domestic and international peace in such conflicts.
Noting that many pre- and post-colonial oral forms have always been political, the article focuses on the literary culture wars that arose in the context of mid-20th-century decolonization. These debates include the question of whether writers should use indigenous or colonial languages; the complexities of publishing with access to local and international markets; the adaptation and indigenization of European forms to African value-systems, mythic structures and social realities; and the relationship between cultural decolonization and debates in Europe after 1968, when the emphasis fell on questioning realism. The article concludes by noting that the cultural nationalism of the 20th century is giving way to new forms of transnational politics.
Sara C. Motta, Norma Lucia Bermudez Gomez, Katia Valenzuela Fuentes, and Ella Simone Dixon
Student movements and radical education collectives across Latin America, building on traditions of radical, popular, feminist, and Indigenizing education, are seeking the democratization of the politics of knowledge and education in their regional contexts. Drawing on the cases of Chile, Colombia, and Mexico, it is possible to map and conceptualize a clear autonomous/decolonizing strand within the broader weaving of students’ movements, looking at the pedagogies of emancipation that underpin and are emergent in their praxis. The process of researching such movements and their politics of knowledge involves a decolonizing and pedagogical approach that embeds the co-creation of knowledges for transformation between researcher and movements. This builds upon work related to prefigurative epistemologies and decolonizing pedagogies of movement scholars such as Motta, Bermúdez, and Valenzuela Fuentes. It foregrounds the work of Neplanteras, of whom Gloria Anzaldúa speaks, those who bridge communities, sociabilities, epistemologies, and subjects on the margins. Nepantleras, as Anzaldúa continues, “are threshold people, those who move within and among multiple worlds and use their movements in the service of transformation.” Our collaborative research as Nepantleras has identified three broad themes emergent across these political and deeply pedagogical educational struggles and experiences. First is the practices, ethics, and experiences that foreground the prefigurative and horizontal nature of the politics of decolonizing and autonomous knowledge being co-created. Second is the feminization of resistance, involving both the emergence and centering of women and feminized subjects in movement and collective struggles, and the feminization of politics and knowledge making. Third is the key role played by affect and an embodied/enfleshed politics in the three cases, and how they foster the democratization, feminization, and decolonization of education and everyday life.