Confronting Settler Colonialism in Food Movements
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Ali a Mazrui on the Invention of Africa and Postcolonial Predicaments1
‘My life is One Long Debate’: Ali A Mazrui on the Invention of Africa and Postcolonial Predicaments1 Sabelo J. Ndlovu-Gatsheni2 Archie Mafeje Research Institute University of South Africa Introduction It is a great honour to have been invited by the Vice-Chancellor and Rector Professor Jonathan Jansen and the Centre for African Studies at the University of the Free State (UFS) to deliver this lecture in memory of Professor Ali A. Mazrui. I have chosen to speak on Ali A. Mazrui on the Invention of Africa and Postcolonial Predicaments because it is a theme closely connected to Mazrui’s academic and intellectual work and constitute an important part of my own research on power, knowledge and identity in Africa. Remembering Ali A Mazrui It is said that when the journalist and reporter for the Christian Science Monitor Arthur Unger challenged and questioned Mazrui on some of the issues raised in his televised series entitled The Africans: A Triple Heritage (1986), he smiled and responded this way: ‘Good, [...]. Many people disagree with me. My life is one long debate’ (Family Obituary of Ali Mazrui 2014). The logical question is how do we remember Professor Ali A Mazrui who died on Sunday 12 October 2014 and who understood his life to be ‘one long debate’? More importantly how do we reflect fairly on Mazrui’s academic and intellectual life without falling into the traps of what the South Sudanese scholar Dustan M. Wai (1984) coined as Mazruiphilia (hagiographical pro-Mazruism) and Mazruiphobia (aggressive anti-Mazruism)? How do we pay tribute -
Decolonization, Development, and Denial Natsu Taylor Saito
Florida A & M University Law Review Volume 6 Number 1 Social Justice, Development & Equality: Article 1 Comparative Perspectives on Modern Praxis Fall 2010 Decolonization, Development, and Denial Natsu Taylor Saito Follow this and additional works at: http://commons.law.famu.edu/famulawreview Recommended Citation Natsu T. Saito, Decolonization, Development, and Denial, 6 Fla. A&M U. L. Rev. (2010). Available at: http://commons.law.famu.edu/famulawreview/vol6/iss1/1 This Article is brought to you for free and open access by Scholarly Commons @ FAMU Law. It has been accepted for inclusion in Florida A & M University Law Review by an authorized administrator of Scholarly Commons @ FAMU Law. For more information, please contact [email protected]. DECOLONIZATION, DEVELOPMENT, AND DENIAL Natsu Taylor Saito* TABLE OF CONTENTS I. INTRODUCTION ............................................. 1 R 11. THE TRANSITION FROM DECOLONIZATION TO DEVELOPMENT ............................................. 6 R A. Inherently Contradictory:Decolonizing Under Colonial Rules ............................................ 8 R B. The Influence of InternationalFinancial Institutions . 12 R C. "Good Governance" and "FailedStates" ............... 17 R III. DEVELOPMENT AS A COLONIAL CONSTRUCT ................ 21 R A. "Guardianship"as a Justificationfor Colonial Appropriation.................................... 22 R B. Self-Determination and the League of Nation's Mandate System ................................. 25 R C. The Persistence of the Development Model ........... -
Remapping the World: Vine Deloria, Jr. and the Ends of Settler Sovereignty
Remapping the World: Vine Deloria, Jr. and the Ends of Settler Sovereignty A Dissertation SUBMITTED TO THE FACULTY OF UNIVERSITY OF MINNESOTA BY David Myer Temin IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Joan Tronto October 2016 © David Temin 2016 i Acknowledgements Perhaps the strangest part of acknowledging others for their part in your dissertation is the knowledge that no thanks could possibly be enough. At Minnesota, I count myself lucky to have worked with professors and fellow graduate students alike who encouraged me to explore ideas, take intellectual risks, and keep an eye on the political stakes of any project I might pursue. That is why I could do a project like this one and still feel emboldened that I had something important and worthwhile to say. To begin, my advisor, Joan Tronto, deserves special thanks. Joan was supportive and generous at every turn, always assuring me that the project was coming together even when I barely could see ahead through the thicket to a clearing. Joan went above and beyond in reading countless drafts, always cheerfully commenting or commiserating and getting me to focus on power and responsibility in whatever debate I had found myself wading into. Joan is a model of intellectual charity and rigor, and I will be attempting to emulate her uncanny ability to cut through the morass of complicated debates for the rest of my academic life. Other committee members also provided crucial support: Nancy Luxon, too, read an endless supply of drafts and memos. She has taught me more about writing and crafting arguments than anyone in my academic career, which has benefited the shape of the dissertation in so many ways. -
THE EXPLOITATION of AFRICA and AFRICANS by the WESTERN WORLD SINCE 1500: a BIRD’S EYE VIEW 1 Sampie Terreblanche
THE EXPLOITATION OF AFRICA AND AFRICANS BY THE WESTERN WORLD SINCE 1500: A BIRD’S EYE VIEW 1 Sampie TerreblanChe STATEMENT The exploitation of Africa and Africans by the Western world since 1500, made an invaluable – and even an indispensable – contribution to the building of the economies of three continents (South America, North America and Europe), while products that embodied large quantities of cheap African slave labour, were used by Europe to seriously harm the economy of another continent (Asia). AFRICA AS A “BROKEN” CONTINENT The 500 years of European slavery and colonialism seriously harmed the African economy, damaged the African societal structures and undermined the psychological self-assurance of Africans. • Africa’s per capita income as a percentage of the per capita income of the West declined from 55% in 1500, to 22% in 1913 to 6% today. • Scale of Poverty: o 61% live on < $2 a day o 21% live on between $2 and $4 a day o 14% live on between $4 and $20 a day o 4% live on > $20 a day (Africa Progress Panel of the United Nations) 1 Paper read at the uBuntu Conference at the Law Faculty of the University of Pretoria, 2 – 4 August 2011. 1 AFRICAN SLAVERY • Muslim slave traders “exported” ± 8 million African slaves to southern Europe and to Asia Minor between 700 – 1400. Little is known about their contribution to the economy of the Mediterranean world. • Portugal got permission from the Pope to practice slavery in 1445 on condition that it should try to convert the slaves to Christianity. -
Colonialism, Neoliberalism, Education and Culture in Cameroon
DePaul University Via Sapientiae College of Education Theses and Dissertations College of Education Fall 2013 Colonialism, Neoliberalism, Education and Culture in Cameroon Mary C. Diang DePaul University Follow this and additional works at: https://via.library.depaul.edu/soe_etd Part of the Education Commons Recommended Citation Diang, Mary C., "Colonialism, Neoliberalism, Education and Culture in Cameroon" (2013). College of Education Theses and Dissertations. 52. https://via.library.depaul.edu/soe_etd/52 This Thesis is brought to you for free and open access by the College of Education at Via Sapientiae. It has been accepted for inclusion in College of Education Theses and Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. i Colonialism, Neoliberalism, Education and Culture in Cameroon ii Table of Contents Abstract………………………………………………………………………………………………………………………………………………….IV Dedication……………………………………………………………………………………………………………………………………………….V Acknowledgement………………………………………………………………………………………………………………………………….VI Chapter 1 Introduction…………………………………………………………………………………….………………………………………………………1 The new word: neoliberalism..…………………………………………………………………………………………………………………1 Chapter 2 The colonial period: indigenous education in Cameroon…………………………………………………………………………4 Introduction…………………………………………………………………………………………………………………………………………….4 Pre-colonial education…………………………………………………………………………………………………………………………….4 Colonial education…………………………………………………………………………………………………………………………………..7 Neocolonialism………………………………………………………………………………………………………………………………………12 -
Restoring Social Equilibrium in Nigeria Through Reconfiguration
PARTITION OR PERISH: RESTORING SOCIAL EQUILIBRIUM IN NIGERIA THROUGH RECONFIGURATION Okechukwu Oko" I. INTRODUCTION Ethnic identity is central to the life of Africans.' An individual's ethnic identity helps to shape perceptions, political behavior,2 and even personal relationships.3 Prospects of a better life, such as access to modem facilities, adequate health care, and state appointments, far too often depend on an African's ethnicity.4 Fear of exclusion from power, and by extension from the nation's wealth, is genuine and remains a major impetus for aggressive ethnic identification in most African countries.5 The fear of losing control of the machinery of government to another ethnic group reinforces the * LL.B. (Hons), LL.M. (University of Nigeria); LL.M., J.S.D. (Yale Law School); Assistant Professor, Southern University Law Center, Baton Rouge, Louisiana. I gratefully acknowledge the useful comments and suggestions by Professor Q. Johnstone, Professor Emeritus, Yale Law School. I also wish to thank Triscilla Taylor, J.D. '98, and Lakoshia Roberts, J.D. '99, for their invaluable research assistance. 1. A. Selassie, Ethnic Identity and ConstituionalDesign for Africa, 29 STAN. J. INT'L L. 1, 12 (1992) ("Ethnicity tends to be more important to Africans than it is to individuals elsewhere. In much of Africa, ethnicity is the hub around which life revolves."); GERHARD MARE, ETlNICITY AND PoLmcs INSouTH AFRICA 2 (1993) ("Ethnic identity is similar to a story; it is a way of dealing with the present through a sense of identity rooted in the past."). 2. Rotimi Suberu, Comment, Federalism and Nigeria's Political Future, 87 AFR. -
Subâ·Saharan Africa
Golden Gate University School of Law GGU Law Digital Commons Publications Faculty Scholarship 1994 Sub·Saharan Africa: Economic Stagnation, Political Disintegration, and the Specter of Recolonization Jon H. Sylvester Golden Gate University School of Law, [email protected] Follow this and additional works at: http://digitalcommons.law.ggu.edu/pubs Part of the Comparative and Foreign Law Commons Recommended Citation 27 Loy. L.A. L. Rev. 1299 (1994) This Article is brought to you for free and open access by the Faculty Scholarship at GGU Law Digital Commons. It has been accepted for inclusion in Publications by an authorized administrator of GGU Law Digital Commons. For more information, please contact [email protected]. SUB·SAHARAN AFRICA: ECONOMIC STAGNATION, POLITICAL DISINTEGRATION, AND THE SPECTER OF RECOLONIZATION Jon H. Sylvester* I. INTRODUCTION In 1992 I was awarded a Fulbright scholarship to teach in the Law School at the University of Nairobi during the 1992-1993 academic year. Since returning to the United States, whenever I am asked to describe the year and some of my experiences, I am tom between doing a travelogue and doing the report of a (very informal) fact-finding mission. The dilemma is this: On one hand, this was and could easily remain the adventure of my life-complete with breathtaking sights, endless anecdotes about people, local food, cultural idiosyncracies, and funny (some not-sa-funny) things that happened. On the other hand, I genu inely care about development in what used to be called the third world. 1 In particular, I have a long-standing concern for conditions of human life in sub-Saharan Africa. -
The Wave of Foreign Investment in Sub-Saharan Africa Amarildo
Barbosa • 29 Modern Colonialism in African Education: The Wave of Foreign Investment in Sub-Saharan Africa Amarildo Barbosa Many African scholars feel that there is a need for a re-focusing of goals and purpose among universities in Sub-Saharan Africa. Because of the low retention rate of graduates, who continue to emigrate and work outside of Africa, scholars often view African higher education as a loss of investment. A current educational objective in Sub-Saha- ran Africa is creating a new generation of African universities that are focused on community development projects and programs aimed at aiding problems related to civil works. With significant financial assistance from foreign investors, however, African universities must be wary of the control external parties will have over internal matters. As a continent long enduring the effects of colonialism, Africa and its edu- cational leaders must be intentional about ensuring that the primary beneficiaries of this developmental process are the African countries affected and those who study, work, and live there. How is Africa factored into the globalizing world economy? Commerce and edu- cation play significant roles as nations on every continent become contributors to the global economy. This has created an interdependence of industries. A consequence of that interdependence is the domino effect felt when a particular industry in one nation collapses. For instance, the struggles of the oil industry, stemming from one region of the world, had dramatic effects on various con- tinents, as evidenced by the fluctuations of gas prices in the United States and elsewhere. As the world economy continues the trend of globalization, revolving around trade, importation, and exportation of goods to and from various coun- tries, new markets will emerge and display the potential of a promising future. -
The Fourth Industrial Revolution and the Recolonisation of Africa; The
The Fourth Industrial Revolution and the Recolonisation of Africa This book argues that the fourth industrial revolution, the process of accelerated automation of traditional manufacturing and industrial practices via digital technology, will serve to further marginalise Africa within the international community. In this book, the author argues that the looting of Africa that started with human capital and then natural resources, now continues unabated via data and digital resources looting. Developing on the notion of “Coloniality of Data”, the fourth industrial revolution is postulated as the final phase which will con- clude Africa’s peregrination towards (re)colonisation. Global cartels, networks of coloniality, and tech multinational corporations have turned big data into capital, which is largely unregulated or poorly regulated in Africa as the con- tinent lacks the strong institutions necessary to regulate the mining of data. Written from a decolonial perspective, this book employs three analytical pillars of coloniality of power, knowledge, and being. Highlighting the crippling continuation of asymmetrical global power relations, this book will be an important read for researchers of African studies, politics, and international political economy. Everisto Benyera is Associate Professor of African Politics at the University of South Africa. Routledge Contemporary Africa Series The Literature and Arts of the Niger Delta Edited by Tanure Ojaide and Enajite Eseoghene Ojaruega Identification and Citizenship in Africa Biometrics, the -
After Empire: National Identity and Post-Colonial Families of Nations
After Empire: National Identity and Post- Colonial Families of Nations ALISON BRYSK, CRAIG PARSONS AND WAYNE SANDHOLTZ University of California, Irvine, The Maxwell School, Syracuse University, and University of California, Irvine The ‘special relationships’ formed by Spain, France and Britain with their former colonies demonstrate that even ties initially based on political and economic domination transform the identities of both parties. In this study, we show how European post-colonial behavior in Africa, Asia and Latin America has been inspired by historically rooted subjective conceptions of national identity and norms of interstate community. We employ a constructivist approach to provide a general- izable, middle-range explanation of foreign policies that do not fit typical realist or economistic notions of rationality. Instead, we find that Spanish, French and British policies toward their former empires follow patterns suggested by colonialist and feminist theories of International Relations. By applying this approach to post-colonial relations, we show the importance of ideas and norms in the construction of unequal power relations and expand the constructivist research program. KEY WORDS ♦ Britain ♦ constructivism ♦ empire ♦ feminist theory ♦ France ♦ identities ♦ post-colonialism ♦ Spain For the dominant traditions in International Relations, national foreign policies reflect objective material opportunities and constraints. For the younger ‘constructivist’ school, in contrast, both normative contexts and subjective identities filter how nations perceive and pursue material interests. Norms and identities can evolve independently of objective conditions, and thus reorient policy. Conversely, continuity in identities or norms may sustain consistent policies despite evolving material incentives. This article offers a constructivist explanation of a major pattern in contemporary international relations — the ‘special relationships’ between European Journal of International Relations Copyright © 2002 SAGE Publications and ECPR, Vol. -
Puerto Rico, Colonialism, and Neocolonialism
Chapter published in the The Palgrave Encyclopedia of Imperialism and Anti-Imperialism, 2019 The publication is available at: https://doi.org/10.1007/978-3-319-91206-6_125-2 To cite this article: Cruz-Martinez G. (2019) Puerto Rico, Colonialism, and Neocolonialism. In: Ness I., Cope Z. (eds) The Palgrave Encyclopedia of Imperialism and Anti-Imperialism. Palgrave Macmillan, Cham, DOI: 10.1007/978-3-319-91206-6_125-2 Puerto Rico, Colonialism, and Neocolonialism Gibrán Cruz-Martínez Institute of Public Goods and Policies, CSIC [email protected] Abstract: This essay aims to briefly collect the historical context of colonialism in Puerto Rico since the Spanish era but primarily focuses on revealing the reasons to consider Puerto Rico as a colony and non-self-governing territory of the US – rather than a neocolony of the US. Later, the article addresses the three non-colonial options recognized by the 1514 United Nations (UN) Resolution and the results of the five referendums on the political status of the Caribbean archipelago held over the last five decades. The essay concludes that Puerto Rico is undoubtedly a colony and asks for the United Nations and the sovereign countries of the world to denounce this illegal colonial relationship that subordinates residents of Puerto Rico to the will of the US Congress where they have no voting representatives. Keywords: Caribbean; Imperialism; Latin America; Small island state; United States 1 Description Puerto Rico was a Spanish colony from 1508 to 1898 and has been officially an unincorporated territory of the United States (US) since 1898. Simply put, Puerto Rico is a colony of the US subordinated to the plenary powers of the US Congress under the Territorial Clause of the US Constitution. -
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Journal of World Philosophies Articles/43 Decolonial Theories in Comparison __________________________________________ BRENY MENDOZA California State University, USA ([email protected]) The article examines the theories of decolonization that have originated in the north of the Americas and Oceania and Latin America. It compares settler colonial theories developed by Australian historians Patrick Wolfe and Lorenzo Veracini with the theory of the coloniality of power of the Peruvian sociologist Aníbal Quijano. The author argues that Wolfe’s and Veracini’s theory of settler colonialism creates a conceptual distancing from what they call exploitation colonialism (which supposedly characterizes Latin America colonialism) that is not only theoretically unsound, but also historically inaccurate. The land/labor binary that they build in their theory of settler colonialism holds up only if it excludes Latin America from the analysis. This becomes evident in their analyses of the state, race, and miscegenation. Both theories, however, largely ignore gender in the description of colonization, a gap that Latin American decolonial theorists and feminist indigenous theorists of the north must fill. The differences between the theories determines also the ways they imagine decolonization. Key words: settler colonialism; exploitation colonialism; the coloniality of power; land/labor binary; nation-state; race; miscegenation; gender; decolonization 1 Introduction In the last decades, the academy both in the west and non-west has witnessed a great