Throughout history, North Africa’s native Berber-speaking populations have been central to the mix of political, social, cultural, and linguistic attributes that rendered the region distinct. At the dawn of the 20th century, Berbers still constituted a substantial majority of sharifian Morocco’s population, and a significant minority of French Algeria’s Muslim populace; their numbers were smaller in Ottoman Libya and smaller still in France’s Tunisian protectorate. Nationalism began to spread in North Africa during the first decades of the 20th century. Each nationalist movement was shaped by a particular combination of factors; all of them, however, foregrounded the Arab and Islamic components of their collective identities, downplaying or ignoring the Berber ones. Berbers actively participated in the struggles for independence in both Algeria and Morocco, often in leadership roles. This pattern would continue during the decades after independence, even as both the Algerian and Moroccan states placed supreme value on the Arabization of the educational system, and of public life in general. The state’s overall view of Berber identity was that it should be consigned to the realm of folklore. However, even as the number of Berber speakers continued to decline, there arose a modern Berber (Amazigh) identity movement that demanded a reexamination of the underlying premises of their countries’ collective identities, one that would bring the Berber language and culture to center stage. It also demanded genuine amelioration of the dire conditions of poverty that characterized much of the rural Berber world. As ruling regimes struggled to maintain their legitimacy after a half century of independence, the Berber “question” now took on a new salience in North Africa’s increasingly contested political space.
Looking back at the so-called Arab Spring, one sees people across these countries where the uprisings took place (e.g., Libya) still enduring political repression and change, a growth in threats of terror, and conflicts between tribes and militias, all of which have led to constant violence and a struggle for power. Events in Libya in 2019 suggest that there is an urgent need for education about democracy—a culture of creating a positive environment among people, increasing their awareness of their community, and helping them make decisions and achieve their goals. The qualities a democratic education set out to develop such a positive environment, and undoubtedly schools should be the place where all of this should begin. However, the supreme leader of Libya (Al-Qaddafi) used education in mainstream schools as a propaganda tool for his dictatorship; perhaps this is why the role of schools in Libya has been far removed from cultivating the practices necessary to maintain democratic values. Hence, the idea of democracy was not fostered from within its mainstream school system. A strong need exists to move away from schools that reproduce authoritarianism and toward schools that consciously encourage the notions of democratic skills, values, and behaviors within the classroom and the school as a whole. At present, mainstream schools in Libya are still predominantly organized along authoritarian, hierarchical, and bureaucratic lines; consequently, they continue teaching obedience and submission rather than encouraging freedom of thought and responsibility. The traditional methods of teaching, which focus on rote learning to pass exams instead of fostering creative and independent thinking, are still heavily used. Thus, teachers have a moral responsibility to use education to advocate for democracy, empowering students to learn about democratic values and prepare them to participate in democracy and become better citizens.
Jean Ping (born November 24, 1942) was a leading figure in Gabonese politics from the late 1980s well into the 21st century. His mother belonged to the Nkomi ethnic group and his father was a rare Chinese resident of Gabon. Like most other young Gabonese intellectuals, he studied abroad in France and then became a supporter of the ruling Parti Démocratique Gabonais (PDG) party. After working as the Gabonese representative to UNESCO, Ping returned to Gabon in 1984. He became a close associate of dictator Omar Bongo, had two children with Bongo’s daughter Pascaline, and held a series of top ministerial posts from 1990 to 2014. Ping became Gabon’s most prominent diplomat. African Union delegates voted for Ping to become the president of the African Union in 2008. He held this position until 2012. Perhaps his greatest disappointment was the failure of the African Union to successfully mediate between Libyan president Muammar Qaddafi, Libyan rebels, and Western countries who chose military intervention to overthrow Qaddafi. Although Ping had become a member of Omar Bongo’s inner circle, he pulled away from the PDG party after Omar’s son Ali Bongo Ondimba won the 2009 presidential elections. Ping quit the PDG in 2014 and ran for president in the 2016 elections. Many Gabonese and outside observers believed Ping triumphed in this contest. The official results that proclaimed Ali Bongo as the winner stated Bongo had won 95% of the vote in Haut-Ogooué province, where supposedly 99% of all eligible voters actually cast their ballot. Ping rejected the findings and declared he was the true president of Gabon. Ping’s career, starting as a young Gabonese intellectual and becoming a member of the PDG elite and finally the leader of the Gabonese opposition, is a crucial part of the political history of Gabon after the end of French colonization.
Italian colonial architecture began with styles directly transplanted from Italy to Eritrea—Italy’s first African colonial territory—in the 1890s. By the late 1920s, when Italy also held Libya and Italian Somalia, it had already created a substantial set of buildings (cathedrals and banks, for instance) in any number of unmodified Italian styles ranging from the classical to the neo-medieval and neo-Renaissance. Moorish (or “Oriental”) effects were also abundant, in another transplant from Europe, where they were extremely popular. Following the rise of design innovations after World War I, though, at the end of the 1920s, Italian Modernist architects—particularly the theoretically inclined Rationalists—began to protest. In conjunction with the fascist regime’s heavy investment in farming settlements, prestigious city centers, and new housing, architecture proliferated further, increasingly incorporating Rationalist design, which was the most thoughtfully syncretistic, aiming as it did to reflect particular sites while remaining Modernist. After Ethiopia was occupied in 1936, designers’ emphasis gravitated from the particulars of design theory to the wider canvas of city planning, which was driven by new ideas of racial segregation for colonial prestige and control.