Issue 16 Summer/Fall 2003

Ghana Studies (no. 5, 2002) three grants-in-aid, up to 1.8 Chair’s Remarks has appeared and, like its million cedis ($200 US), to By Ray Kea predecessors, the academic facilitate research, in any University of California, Riverside quality of its articles does the discipline, in Ghana. Eligible editor (Larry Yarak) and the applicants have to be Ph.D. his year’s newsletter editorial board proud. On be- students or university faculty arrives later than half of Council members I members who are permanently Tprevious issues. I extend would like to commend them resident in Ghana. In May the my apologies for the for a job well done. Members executive committee delay. The timely support and are encouraged to submit (Emmanuel Akyeampong, Jean assistance of the History articles to the journal. The new Allman, Ray Kea, David Department chair and office editors are Takyiwaa Manuh Owusu-Ansah, and Larry were indispensable. I would (Institute of African Studies, Yarak) selected three appli- like to take this opportunity to University of Ghana) and cants – a PhD student, a senior thank them for formatting and Lynne Brydon (University of lecturer, and a lecturer. While mailing the newsletter. Birmingham). in Ghana, Jean Allman presented the awards. (For the The Ghana Studies Council Larry Yarak, the Council’s awardees see below.) The (GSC) is sponsoring two panels webmaster, has created a pdf quality of the applications was at the 46th annual African file of the GSC Directory and generally high, but the Studies Association meeting in placed it on the GSC website. committee was disappointed at Boston (30 October-2 This is for the convenience of the small number of applicants. November 2003). On behalf of the membership. The website It would like a much larger Council members I would like address is: applicant pool in the second to thank Jean Allman http://people.tamu.edu/~yarak/ round and would like GSC (University of Illinois) and gsc.html. members to inform friends, Larry Yarak (Texas A&M colleagues, and others resident University) for putting the The African Studies Program at in Ghana about the research panels together: “Consid- the University of Wisconsin- award. rations and Reconsiderations of Madison has changed its web Ghana’s Precolonial Past” and servers. The new email address * * * * * * “Youth in Ghana: New for African Studies Publication is: In Memoriam: Research Perspectives on Professor Nehemia Gender, Education, and [email protected]. Sexuality.” Members are urged The website address is: Levtzion, 1935-2002 to support the panels with their http://africa.wisc.edu/publicatio attendance. Last year’s panels ns. David Owusu-Ansah, were a fine success, and all of James Madison University us should make a concerted At its December 2002 meeting effort to continue this tradition. GSC members voted to award

1 ews of the death of Arabic Sources for West Ghana in September 1963 to Nehemia Levtzion, African History (1973), was begin fieldwork that lasted N Hebrew University’s characteristic of Nehemia. He until August of the following Bamberger and Fuld loved to work with primary year. It was during the Ghana Professor of the History of the sources, and he enjoyed years that he came to know Muslim Peoples, was received collaborative scholarship. As Ray Kea and Ivor Wilks (both with great shock. I was par- recently as early this year illustrious scholars and active ticularly taken aback because (2003), Nehemia revisited the members of Ghana Studies the email that Tirtza (his wife) theme of the corpus and with Council). In fact, it was also sent on August 22nd to Jay Spaulding they published through Wilks and Kea that announce the sad news was in the Medieval West Africa: View Nehemia was introduced to the Nehemia’s own address. from Arab Scholars and manuscript “Cod Arab CCCII: Nehemia communicated with Merchants. The work was Arabic Manuscripts from the many of us earlier this summer preceded by another joint Guinea Coast.” Written by to inform us of his return to the project with my good friend Gonja and Mamprugu Muslims Hebrew University of Jeru- Mirian Hoexter, and Shmuel at the request of Asantehene salem after six years of Eisenstadt titled The Public Osei Tutu Kwame (d. 1824) administrative assignment as Sphere in Muslim Societies and for some of the leading Chairman of the Israel Council (2002). Review journals, how- Kumasi Muslims in the king’s for Higher Education Planning ever, show Levtzion and service, the Arabic materials and Budget Committee. Randall Pouwels’ edited became what I described else- Several weeks later, I wrote to History of Islam in Africa where as a “handbook for the acknowledge receipt of the (2002) as the most recent major making of amulets.” The email. Typical of him, he contribution to making the Arabic writings were taken to responded immediately to study of Islam accessible to the Katamanso (Dodowa) express his appreciation and students. Nehemia’s edited battlefield in 1826, where asked that I “take care and keep book with Humphrey Fisher, Asantehene Osei Yaw Akoto’s in contact.” Nehemia had plans Rural and Urban Islam in West forces confronted troops of the to retire in a year or two, and Africa (1986) has served the British, Danish, and their local surely, he had plans to attend same purpose of making allies. The manuscripts were the Boston African Studies materials available to teaching. among the Asante para- Association meeting scheduled In fact, he was involved in a phernalia that were lost at for late October of 2003. His project with David Conrad of Katamanso. In 1963, Ray Kea death on the 15th of August our sister association, Mande came across the over 900 folios 2003 was thus a shock even to Studies, when his untimely of documents wrongly shelved those who had been in recent death occurred. at the Copenhagen Royal communications with him. He Library with their Middle was 68. Born in British Eastern collections. Nehemia’s Mandatory Palestine on 24 attention was drawn to the For those engaged in November 1935, Nehemia documents. His 1968 article, the study of the history of Levtzion received both his “Arabic Manuscripts from Islam in Africa, Nehemia bachelor and master’s degrees Early Nineteenth Century Levtzion needs no introduction. in Arabic and Islamic history Kumase,” published in the His Ancient Ghana and Mali (1957-1962) from the Hebrew Transactions of the Ghana (1973), which he dedicated to University. As part of his Historical Society, was signi- Tritza, remains an invaluable doctoral work at the University ficant because he was able to contribution to the field. His of London’s School for properly classify the content of joint publication with J. F. P. Oriental and African Studies the documents. Thus he made Hopkins, Corpus of Early (1962-65), Nehemia came to an added contribution to the 2 efforts of the Institute of me to Professor Martin Klein. and African Studies before Ray African Studies (Legon) Arabic He also made the effort to Kea invited me to come to Project. It was also from the show up at my panel Carleton College in fall 1985 as content of the documents that presentation before rushing to a sabbatical replacement. But Ivor Wilks, with Nehemia and the airport to make his flight Nehemia maintained contact. Bruce Haight, found additional back home. I saw Nehemia His November 2002 visit to information for their project on again in the fall of 1985 when I participate in James Madison the history of Gonja, arrived in Jerusalem under the University’s Visiting Scholar Chronicles from Gonja: A fancy title of Lester Martin program was the final honor he Tradition of West African Fellow at the Harry Truman did me. It was just wonderful to Muslim Historiography (1986). Center for International Peace, see him and Tirtza again. Hebrew University of Little did I know in Jerusalem. He always made us feel September 1980 when I came welcome and comfortable, he to study under Professor Ivor In retrospect, my in- showed respect for our Wilks that I had become itation to Jerusalem reflected interpretative positions even inextricably linked to this story the two remarkable qualities of when he thought otherwise, and in which Ray Kea, and Professor Levtzion. He be- he remained generous. He will Nehemia were active par- ieved strongly that knowledge be missed dearly. ticipants. On the morning of must be shared and during his Monday 23 September 1980, time spent at the Center for * * * * Ivor showed me the folios of Advanced Studies, he invited Grants-in-Aid of Arabic manuscripts that were as many scholars as his budget Research Awardees to become the main source for could support to come to Israel my dissertation. This is not the as participants in the various he following three time to go into discussing seminars he organized. His applicants received difficulties I encountered trans- work with Humphrey Fisher Tawards of $200 US each: lating the documents or the resulted from one of these support I received from friends activities. The second such Yaw Ameyaw, Botany Depart- and teachers. It will suffice to project on Eighteenth Century ment, University of Cape mention that it was because of Renewal and Reform in Islam Coast, “Morphohistological my work with the Copenhagen (1987) was published with variation and its bearing on the manuscripts that I came to John Voll as co-editor. alkaloidal content of know Nehemia. On a brief fall Importantly to me, however, Cryotolepis sanguinolenta, an 1982 visit to Northwestern, he was the Levtzion attribute of antimalaria plant species”; invited me to lunch. At this opening doors to beginning first ever face-to-face meeting graduates. Certainly, he made John Collins, Musicology, with the illustrious scholar, I my stay in Jerusalem a very Music Department, University found out that he had read my enjoyable one. I participated in of Ghana: “Educational Book- McGill masters’ thesis, and to presentations at the Truman let for Highlife Music Scores”; my surprise, he liked it. He was Center, I met such scholars of generous to extend an Ghana as Naomi Chazan, and I Moses Nii Dortey Narteh, invitation to me to visit him in attended many social functions Musicology/Oral Literature, Jerusalem at the end of my including Passover dinner at Institute of African Studies, studies at Northwestern. Later Nehemia and Tirtza’s. Though University of Ghana: “Music that fall, we met again in my work was not part of the and Literary Style of Saka Toronto at the Canadian Voll/Levtzion project, I had the Acquaye’s ‘Lost Fishermen’ ”. African Studies Association opportunity to develop an meeting at which he introduced article for inclusion in Asian On behalf of the Ghana Studies 3 Council I congratulate them on new projects was the relationship between historical their achievement. publication of a commem- fiction and history writing. orative volume of essays in Ray Kea, University of Ghana history on the occasion At the business meeting California at Riverside of the fiftieth anniversary of on the morning of the final day Ghana’s independence in 2007. it was decided to attempt to Historical Society of She also paid special tribute to publish some of the conference Ghana Annual the late Albert van Dantzig for papers in an issue of the Conference, his work in keeping Trans- Transactions, the HSG’s actions alive during the journal. The firm decision was July 26-28, 2002 difficult years since 1983. also taken to build on the Nana Ohene-Ntow, spokesman success of this year’s con- n July 2002 the resuscitated Historical Society of Ghana or the Ministry of Finance and ference by scheduling one for the Economy, promised the end of July 2003, with a (HSG) held its first con- I government support for the theme to be set later. The ference since 1983, under activities of the HSG in his conference concluded with a the theme, “History, Our Heritage and National Devel- speech as guest of honour. The brief, but touching visit with renowned Ghanaian historian, Professor A. Adu Boahen, the opment.” It was an unques- tioned success. The conference Mr. F. K. Buah, delivered the doyen of Ghana history, as a keynote address, surveying the small but fitting tribute to the venue was the Institute of African Studies chalets in profound changes in the life’s work of a major historian teaching of history that have of Ghana, Africa, and the South Legon. In attendance were historians from all over taken place in Ghana during his world. lifetime. Ghana, with a few expatriate Larry W. Yarak, Texas A&M scholars of Ghana participating The panels held in the University as well. The University of Cape Coast sent a particularly afternoon of day one and throughout day two were well numerous delegation. A lovely Minutes of the Ghana opening ceremony got the attended by participants and people from the community Studies Council conference off on the morning of the 26th, followed by the and generated much comment Meeting - December 6, and discourse. Among the presentation of papers and 2002 discussion in the afternoon. presenters were John Kwadwo Osei Tutu, Larry Yarak, The following day had morning Ray Kea, the Council’s new and afternoon paper sessions, Amanda Sackur (whose paper president and meeting chair, followed in the evening by a was one of the few not dealing opened the meeting by discussion of the historical with a Ghana-related topic), thanking David Owusu-Ansah novel, Ama. It was a very long Brempong Osei Tutu, S. S. for his five years of service as day! A business meeting of the Quarcoopome, Irene Odotei, K. the Council’s president. He HSG on the morning of the 28th B. Manson, Joseph Adjaye, K. also thanked Mr. Ivor rounded out the conference. Osei Kwarteng, Misbahudeen Agyeman-Duah of the Ghana Ahmed-Rufai, Kofi Baku, Embassy in Washington for The HSG Chair and Kwame Ninsin, Amos inviting the members of the acting head of the Institute of Anyimadu, and Ebenezer. The Ghana Studies Council to the African Studies, Dr. Irene academic part of the con- reception that had been held the Odotei, gave the welcoming ference ended on day two with previous evening at the Ghana speech. She announced that one a presentation by Manu Embassy to celebrate the of the revived society’s major Herbstein, the author of Ama, reopening of the embassy’s and a discussion of the library. He also thanked 4 Takyiwaa Manuh and there had been some problems reported on the brand new Benjamin Lawrance for getting out the last newsletter building the center now has organizing the two Ghana but it would eventually be on thanks to the efforts of former Studies Council panels at the the website. Larry Yarak will director, Irene Odotei. The 2002 ASA meeting. The remain the webmaster and Danish aid agency, Danida, minutes of the previous there was a round of applause played a major role in funding meeting were then accepted. for his hard work for the this project. She mentioned organization. that there was to be a second Announcements: phase which would include a Jean Allman reported that the Discussion and Business Items: library. The major problem was US treasury contained $1,684 There was discussion of the getting books for the library and Paul Nugent in the UK had two panels that the Council will and especially journals. £322. There was discussion on be entitled to sponsor for next Indicative of this problem how this money should be year’s ASA meeting. Ray Kea Ghanaian theses cite old transferred to the US account. mentioned that the theme will sources, and she promised that It was also mentioned that be “Youthful Africa.” There the Institute would send a car some members in Europe had were eleven suggestions for to the airport for anyone who not received their newsletters. possible panels: (1) Youth and came to Ghana with Members outside of Europe citizenship; (2) Precolonial books/journals to give to the who had not paid their dues history; (3) Youth cultures; (4) library. The Institute was also were encouraged to do so. Youthful contributions to the trying to increase the amount of informal economy (5) Tourism: enclosed shelving in the old Larry Yarak announced that he history and development; (6) library to prevent the loss of was relinquishing the editorship Childhood narrative and materials. of the Council’s journal and that changing constructions of with issue # 6 the new editors youth; (7) Youth and education Gareth Austin mentioned that would be Takyiwaa Manuh and (8) Interface of popular culture progress had also been made in Lynne Brydon. He said that with traditional culture (9) New making journals available to volume 5 was in the proof and cultural festivals; (10) Politics African universities for a will be between 200-250 pages. of the Ghana military; (11) fraction of their cost. Getting Akan characters printed Conflicts/conflict resolution Cambridge University Press was holding up production since around Ghana was making its publications it meant training the graduate available at a fifth or tenth of students at the University of Jean Allman and Larry Yarak cost. Online access was also Wisconsin who set up the helping with accessibility. journal for printing to do this. offered to organize panels. Deborah Pellow also men- Larry also mentioned how Whoever gets their abstracts in subscriptions for the journal first will be more than likely tioned that USIA would be able should be filled out. Through a accepted by the ASA. Jean to help with transportation if generous donation from Ivor pointed out that 99 per cent of materials were sent to Wilks a number of copies of the the abstracts sent in are Washington. Emmanuel journal were going to be accepted. There was also Akyeampong described his available to African subscribers. discussion about the role of efforts to create a sandwich Issue three of the Journal had organizers and chairs on the program at Harvard for been particularly successful panels with the feeling that the Ghanaian students, and that he since it had been adopted for a chair should not be a presenter. was talking to foundations course at the College of William about funding. He also and Mary. Takyiwaa Manuh, the new mentioned that the West director of the Institute of African Research Association Ray Kea acknowledged that African Studies at Legon, was looking into the possibility 5 of having a conference in were working. Larry Yarak A New Biography Ghana. He also mentioned that mentioned that the Council had the Basel Mission Archive in given money in the past to Ivor Agyeman-Duah, Between Switzerland had placed over support archival projects in Faith and History: A 5,000 photographs of West Ghana. There was discussion of Biography of J.A. Kufuor Africa on its website with lots how this new initiative could (Africa World Press, 2003) 1- of text. The URL is be implemented by using the 59221-129-1. The road to John www.bmpix.org Web to publicize the grants as Agyekum Kufuor’s presidency well as make it possible for was tortuous and reflects Kofi Baku reported on the candidates to apply for this Ghana’s political history, resuscitation of the Historical money. Benjamin Lawrance which since independence has Society of Ghana. The first agreed to work up a form been dominated by military conference had been held in which he would give to Larry. interventions and dictatorships. July with participation from Eventually the suggestion that Groomed for this position by scholars from the UK and the there should be three $200 some of Ghana’s first USA. The Society had grants-in-aid of research, open generation politicians, Kufuor appointed four editors and was to faculty and graduate students became Deputy Foreign Affairs planning on publishing two resident in Ghana, was Minister of Ghana at 30 after editions of its journal per year. accepted by a voice vote. The attending Oxford University. The first was projected for executive agreed to work out And he has since known no January and the second for July the details and post this other profession. Since 1957, 2003. Membership for external announcement on the Council’s there has never been a members was $30. The next web site. successful transition of power annual conference was going to from one government to have as its theme: Culture, Benjamin Lawrance suggested another, without some Power and Authority in the that the Council should disruption – and this book cap- History of Ghana. The nominate Richard Rathbone, tures some of those momentous president of the conference was who is nearing retirement at events and achieves the fusion going to be Irene Odotei and SOAS, for the ASA’s of a narrative between the there were going to be Distinguished Africanist biography of a man and the representatives from all the Award. He agreed to post this history of a country. [Infor- public universities in Ghana. suggestion on the Council’s mation from African World There was discussion about website. Press announcement.] including the private un- iversities as well. An invitation The meeting, which began at For more information about the to participate was extended to approximately 7:00 pm, was publication contact: all who were going be in adjourned shortly before 8:30 Africa World Press, Ghana during the summer. pm. There were almost 60 tel. (609) 695-3200; e-mail Currently the Society was members in attendance, which [email protected]. engaged in fund-raising. There made it possibly the best was discussion on how to send attended Ghana Studies * * * * * money to Ghana. Council annual meeting ever. Endowment Fund Jean Allman raised the idea of Minutes taken and submitted by the Council making small Roger Gocking, Mercy College Established at the grants available to graduate Institute Of African students and faculty members * * * * Studies, University of resident in Ghana to help them Ghana, Legon finish projects on which they 6 An endowment Fund to subject of discussion at the million to his elementary promote African studies has Woodrow Wilson International school in Ghana, Srodae- been established at the Institute Center for Scholars in Wash- Koforidua Catholic School, in of African Studies, the ington DC. The CIR will also recognition of the role it played University of Ghana, Legon. over the next two years re- in his education and life. He The Joseph Agyeman-Duah stock the Institute’s library said the donation which is in Foundation which starts with titles from the premier memory of his mother, Mrs. running this August will help publishing firm and distributing Magaret Efua Atta Panford, students working on their post- network, Africa World Press in was to help the school to graduate and doctorate research New Jersey who are publishing purchase furniture. He was also dissertation and writing. Three the American edition of following in the footsteps of his outstanding students in any President Kufuor’s biography. parents who were known for area of African studies will their philanthropic work in each year, be selected by the In all, over 400 book titles, Korforidua and Saltpond. Institute as beneficiaries of The ranging from academic, non- Since 1989 he has led a private Joseph Agyeman-Duah Prize in academic, poetry and bio- initiative that has shipped and African Studies, which carries graphy from all over Africa are donated several hundred books a financial package of $200 for expected for the re-stock. A to the University of Ghana’s each student. The fund, in memorandum of understanding Balme Library as well as other memory of the late Joseph has already been entered into libraries. In 1996, he taught Agyeman-Duah, a deceased with the Institute of African without pay for one semester in Research Fellow at the Institute Studies, Prof. Takyiwaa the Sociology Department, and a pioneer member of The Manuah, who signed for the University of Ghana. Historical Society of Ghana Institute, commended Mr. was created by the Center for Agyeman-Duah for the Professor Panford, who is Intellectual Renewal (CIR), a initiative and said, “We are Chair of the African-American public policy institute. The late delighted at your initiative and Studies Department, said he Agyeman-Duah did some proud that our students have was motivated to use part of outstanding research work in been selected to benefit from the proceeds from the sale of Akan history and culture, The Joseph Agyeman-Duah his book IMF-World Bank and especially his unprecedented Prize in African Studies.” She Labor’s Burden’s in Africa and research and compilation of expressed the hope that the donations from his wife and stool histories. He died in 1996. endowment fund will grow to friends to support his ele- enable more students’ benefit mentary school. He pledged to The Founder of the CIR, Mr. from it. continue such efforts and Ivor Agyeman-Duah, an author Submitted by Ivor Agyeman- thanked those who supported and currently head of the Duah, Embassy of Ghana, him in his endeavor. Public Affairs Department at Washington, D.C. [From the “Daily Graphic”, the Embassy of Ghana in Monday, August 28, 2002] Washington, DC, said that the seed money for the endowment DONATION TO ISLAMIC LITERACY is being managed by the KOFORIDUA TRADITION IN Fidelity Discount House in Accra. He explained that it was CATHOLIC SCHOOL GHANA: THE WAY raised from the sales launch of FORWARD his sixth book, Between Faith A lecturer at Northeastern Dr. M. Sey University, Boston, Professor and History: A Biography of Dept. of Religious Studies, J.A. Kufuor which was recently Kwamena Panford has University of Cape Coast launched in Accra and was the presented a check for ¢10 7 of the Arabic language in the But the case for transforming history of the region. In his the traditional Islamic system his paper was a pre- work titled “Arabic Language of education into a modern T and Muslim Society in West facility in light current realities sentation at the “First Muslim Africa,” Hunwick wrote that is compelling. In the past from the medieval period till several years, I have had the Minorities in Africa Con- th ference” held in Accra, Ghana the beginning of the 20 opportunity to visit many (20-23 January 2003), under century, Arabic was the Islamic schools in this country. the theme “Islam, Peace and language of learning in West Many of the pupils with whom Development.” Many of the Africa. He continued that I have spoken are all hopeful of participants were proprietors “throughout the interior of going to Arabia for further from Ghana’s Islamic school West Africa, the educated man studies. We all know that the system. Dr. Sey’s paper has was the person who could read likelihood of the majority of been abridged for inclusion in and write Arabic, and his these students to have such an this issue of the Newsletter. knowledge, slight as it may opportunity is very limited. The have been the case, gave him only way out of this high status even among non- educational bottleneck is to The Makaranta educational Muslims.”2 These educated improve the conditions and system has contributed im- Muslims, as Hunwick noted, quality of the Quranic schools mensely to the preservation of were all trained at the various here at home so as to make the Muslim culture, the protection Quranic Schools that were graduates of the system of the Islamic faith, and the established in the commercial employable within the country propagation of Islam in Ghana. towns and villages where at the same rate as their non- Arabic, the language of the Muslims merchants frequented. Muslim counterparts from the Quran, continues to serve the The Makaranta therefore was government school. This is Makaranta in the same manner the facility through which perhaps the greatest challenge as it did the medieval madrasa. knowledge of Arabic and the facing the traditional Islamic This was the language in which Islamic faith was transmitted. system of education. For now, Muslim scholars taught the This was the educational our students do not see any important works of history, system that laid the foundation future in the educational philosophy, medicine, religion, and, therefore, produced such system that so successfully astronomy, geography, and all scholars of international repute produced the many prominent other Islamic sciences. as Sheikh Marhaba, Mallam scholars of the past.4 Muhammed Belly, Sheikh In the history of West Africa, Umar of Kete Krachi, Sheikh Allow me the opportunity to the importance of educated Baba al-Waiz of Kumasi, ask some questions before we Arabic scholars has received Sheikh Awudu dan Tano, go any further. Is it not to the great attention. In a recent Mallam Nasiru Kabara, and Ghana Studies article, Dr. even Sheikh Uthman dan the literary works of many such 3 David Owusu-Ansah presented Fodio, to mention but a few. scholars, their travels, the extent of an excellent overview on the their scholarship, the books they read subject.1 It is, however, to and mastered, their famous disciples 2 John Hunwick, “Arabic Language and positions they held in the Muslim Professor John Hunwick that I and Muslim Society in West Africa,” communities have been indicated. will turn to cite his vivid Ghana Social Science Journal, 4, 2 4 March Sey, “Social and Educational summation of the importance (1977): 2. Challenges of the Contemporary 3 Ivor Wilks, John Hunwick, and Muslim Youth: The Ghanaian 1David Owusu-Ansah, “History of Mark Sey, “Writers of the Greater Experience,” Journal of Usuluddin, Islamic Education in Ghana: An Voltaic Region,” in John Hunwick, 14 (Dec. 2001): 80. Academy of overview,” Ghana Studies, 5 (2002): ed., Arabic Literature of Africa, E. J. Islamic Studies, University of 61-81. Brill, Lei den, 2003. In this volume, Malaya. 8 benefit of Islam in Ghana to their Islamic education. In fact, for our contemplation because have a good number of Al-Azhar University, Cairo, since colonial times, the stan- members of the faith who are was a purely Theological dards for measuring literacy are doctors, nurses, architects, and Institution when it produced based on the attainment of engineers? How about a good the many men of learning and westernised certificates and representation of educated piety. At the close of the 19th degrees. These modern edu- Muslims holding respectable century when Muhammed cation certifications are administrative positions in Abduh was made Rector of the received through the edu- government and in the edu- university, however, Al Azhar cational institutions of the state. cational system of the country? modernized its curriculum by The scenario is made all the To continue keeping our adding secular subjects and more painful when one children in the Makaranta natural sciences. This made Al- considers the fact that levels of system in this era of greater Azhar University an institution knowledge attained in Islamic competition is certainly not the to reckon with throughout the learning at the Makaranta best practice. Why are we not world. The transformation of schools are not recognised as a allowing our wards to take Al-Azhar was consistent with basis for pubic service advantage of modern education Muhammad Abdul’s percep- employment. The need to or are we afraid that they will tion of modernization. Thus, if transform the Makaranta not be competitive again our that was acceptable to Islamic system therefore becomes im- non-Muslim children? In fact, I Egypt, then we here in Ghana perative. have argued before that the have no reason not to transform same Makaranta school boy or our Makaranta system into The above observation is not a girl, who is able to master institutions that address or, at condemnation of the traditional difficult Quranic passages with least, take into consideration Quranic education. The parrot-like rapidity, if given the current realities. Yet, the Makaranta instructions in opportunity and congenial resistance to change is under- Arabic language and its standable. environment, could master any contribution in training chil- scientific learning with high 5 dren in religious knowledge degree of proficiency. The As S. A. S. Galadanci noted in and moral education were time to prove this is now! his work on Islam and mentioned earlier on in this Education in Africa (1993), the presentation. In fact, in his The Need For Positive Change issue of westernisation of overview of Islamic learning The need to transform the education for Muslims is traditions, Dr. David Owusu- Makaranta school into a problematic because it was this Ansah commented positively modern establishment has been same process that in the first on the system’s relevance to felt here and elsewhere for place rendered those hitherto the Islamic faith. But as sometime now. The Malaysians educated in the Islamic citizens, we should also be were in the same situation sciences illiterate. If this is the aware of our current pre- several years ago and they nature of the impact of modern dicament and be concerned made serious efforts to bring education on Islam, why then about the kind of education that the institutions in line with are we proposing it? By our prepares our wards to become modern expectations. The re- suggestion for modernization, full members of society. As cent involvement of Malaysia are we not endangering the Ghana’s Prime Minister of the in the Ghana economy is an work of Islamic educators who Second Republic, Professor indication that they have been have dedicated themselves to Busia, observed in December very successful in modernizing educating our children in the 1966 at an University of Ghana past? public forum, “the better These questions are important educated a person is, the better 5 Ibid. 9 a man he is; and the better a Mr. Gbadamosi, especially, standard required to be able to man a person is, the better pushed the Islamic Education face and accept fully the opportunity he has had to be a Unit idea. In the words of one challenges and the advantages better man.” As Muslims, educationist, “had it not been of the present educational citizens, and as parents, it is for Alhaji Gbadamasi, the system obtainable in the now entirely up to us as to give Islamic Education Unit could country.8 our wards a better opportunity not have been established.”7 So for a better future. to Alhaji Gbadamasi and all The Chiefs and Imams stressed those who were instrumental in the need for constant inter- the establishment of the Islamic The Scene is Set actions between the people and Education Unit (IEU), we say the Islamic Education Units. The introduction of the Islamic Ayekoo. Education Unit in 1987 set the They also hoped that the units stage for transforming the would ensure a balanced Makaranta. The seed for It is my observation that the emphasis on Islamic and change was planted in the Islamic Education Unit concept secular subjects. To be sure, the Northern Region of the country has come to stay. Many blending of secular subjects as individual initiatives. These proprietors of the Islamic with Islamic religious in- persons designed an Islamic Schools have embraced secular structions were known in the Education Unit for the purpose subjects in the curricular, and Muslim communities prior to of creating a certain blend of in fact they have no regrets for the creation of the Islamic Islamic cum secular education. joining the Islamic Education Education Units in 1987. One such person is the former Unit. Many more proprietors Pioneering work in this Director of Education of the are thinking seriously of direction was undertaken in the Northern Region in the mid- embracing it. More impor- 1950s when Mallam Ahmed 1960s, Mr. J. S. Kaleem. He is tantly, our Chiefs and Imams Basha of Cow Lane, Accra, credited with recruiting Arabic do support the Islamic introduced English and Arith- and Islamic Studies instructors Education Unit concept. In a metic at his schools. Mallam for some of the public schools 1989 Council of Muslim Chiefs Basha’s death marked the end in the region. This idea and Imams meeting at Sukura of the experiment in his school. originated from his concern (Accra), for example, the At one point Mallam Abdul that Islamic education in the Muslim leaders resolved to Salam Hamza, one of the region had declined. Other endorse the establishment of earliest Quranic schoolmasters contributors to this idea the Islamic Education Unit by at Nima in the late 1940s also included Mr. R. M. Yakubu, the Ministry of education and introduced English instruction Mr. J. W. Abroquah, Mr. E. I. commend the government for into his school. This too did not Ben Nyarko, Dr. Muhammad the efforts it is making towards last. In 1956, Alhaji Nuhu Ben Abdullah and Alhaji reforms in education in Ghana Sharubutu, the Imam Ratib of Abdul-Rahman Gbadamasi.6 today. We call on all Muslim Accra old Makola Central As Northern Regional Director Chiefs and educationists to Mosque (1938-1982) had of the Ghana Education, and accept and help the formation government support to estab- later on as Director-General of of the Islamic Education Unit lish an English/Arabic the Ghana Education Service, in their respective areas and Secondary School as part of the participate fully in these Units Ansarudeen Islamic School in order to bring the traditional facility. This effort too failed 6 See Abdulai Idirisu, “British Colonial responses to Islamic Makaranta system up to the Education: The Case of the Northern 8 Mark Sey, “Muslim Community in Territories of the Gold Coast, 1890- 7 From the reports and papers Ghana: The Contemporary Scene,” 1940,” Journal of the Institute of received from the Islamic Education The Shariah Journal, 5 (1977), p. Education, 1, (2000). Cape Coast. Unit Headquarters in Tamale. 249. Kuala Lumpur, Malaysia. 10 because of the lack of support assisted by accredited Local growth within the system. from the Muslim community.9 Managers and Head teachers Because of this limited whose task it is to supervise, character of the first table, I maintain discipline, and see to will turn my attention to the Observations from the earlier the smooth running of the second for some observations. failed attempts to modernize schools. To further facilitate Quranic schools are indicative the work of the Islamic of the importance of the See Tables 1 & 2 at the end of Education Unit, a council of support of the general Muslim the newsletter proprietors of Islamic Schools community, if the new reforms have been formed to provide are to succeed. It is also Table 2 represents information some kind of support to the imperative that the goals and from the Northern Region, Unit by providing school objectives of the Islamic where the Islamic Education structures and Arabic in- Education Units become structors.11 Unit is headquarters. The known and accepted by the information represents the Muslim community. These current student population at objectives as provided by the The Government for its part the various levels of Islamic Islamic Education Unit provides textbooks and trained schooling. It is very interesting Headquarters in Tamale are as teachers for secular subjects as to observe that at the 159 follows: well as other logistics. The nursery and kindergarten • To provide opportunity Ministry of Education also facilities, the difference in the for Muslim commun- pays the salaries of Arabic enrollment figures for boys and ities in Ghana to gain instructors. The interest of girls is not great. This is easy access to secular Islamic school proprietors in however not the case at the 265 education the system, in addition to primary schools (28,694 boys • To enhance the success government support has pro- to 5,861 girls). The number of of the Government’s duced some positive results girls at the 42 Junior Secondary policy of Free Com- since the inception of Islamic Schools is about half of the pulsory Basic Educa- Education Units in 1987. total for boys. I must also note tion to every Ghanaian Enrolment figures reproduced that of the 396 teachers at the child and, below support that observation. nursery and kindergarten • To merge Islamic Even though the figures are facilities, only 128 are trained. spiritual and moral modest, this is surely a sign of The remaining 268 are teaching with secular success for Muslim schools. untrained. Of the 1,831 education.10 instructors teaching in the The Islamic Education Unit Table 1, however, does not primary schools, 324 of them operates under the Ghana give adequate indication of the have received no professional Education Service and is staff situation and therefore the training, while 87 out of the headed by a General Manager. competent level of the overall 333 instructors at the JSS level Under the General Manger are staff of the schools. This makes have also not received any ten Regional Managers who are it difficulty to engage in a professional teacher training. comprehensive analysis of the In fact, the conditions de- information. Besides, the data scribed above of the Northern 9 Mark Sey, Interview with Alhaji appear to be a little dated since Region Islamic schools are not Nuhu Sharubutu, Imam Ratib of unique to that part of the Accra Central Mosque, at Sabon- the annual increases in the Zongo, dd. October 1980. number of students are not country. But while the disparity 10 This information was made indicated to reflect the rate of in the ratio between boys and available by courtesy of the Islamic girls in the system, and the Education Unit offices in Accra and higher numbers of untrained Tamale. 11 Ibid. 11 teachers especially at the pre- Education Unit. goal is amply supported by the school and kindergarten levels traditional Islamic education are of concern, the fact that Compared to the Christian system, as we have known it almost 36,000 pupils are institutions, we have a long for many generations. Yet, Al- attending Islamic primary way to go. As a way forward, it Ibrashi goes on to note that schools and a little over 6,000 may be suggested that an Islamic education should not are in Islamic Education Unit Education Fund be established neglect to prepare the JSS in the Northern region to help needy but brilliant individual to earn a livelihood alone is impressive! Muslim students in both by the study and practice of secondary and tertiary insti- various professions, arts and trades.13 We may therefore As a way forward, serious tutions. We should also venture conclude that vocational, tech- attempts should be made to into the establishment of nical, and industrial training for train the pupil teachers and re- Technical, Vocational, and earning a livelihood, fall train the trained teachers by Teacher Training institutions. squarely within the framework way of refresher courses or Well-meaning Ghanaians have of the hadith, which says that workshops. The teachers stressed in recent years that the “the search for knowledge is should also be motivated future of Muslims in this obligatory for all Muslims male adequately to enable them to country lies in the acquisition or female.” Calling on Muslims stay on the job. The very fact of secular education in addition 12 to introduce modern subjects that the table does not indicate to the knowledge of Islam. It into the Makaranta system for any Senior Secondary School is true, as Muhammad Atiya the training of students in facility is unfortunate but it Al-Ibrashi notes, that the first various trades and professions should not dampen our spirit to and highest goal of Islamic therefore does not constitute a forge ahead with the small education is moral refinement breach of any Islamic in- means that are at our disposal. and spiritual training. It is junction. Neither is the intro- Much of the problems equally true to say that this duction of modern subjects into bedevilling the Islamic Edu- 12 the Makaranta system, as out- cation Unit could be alleviated I have interviewed several Islamic lined in the Islamic Education if individualism gives way to school proprietors in Accra, Kumasi, Tamale, Takoradi, Koforidua, Unit, a compromise of Islamic collective commitment. Cer- Nsawam, Sunyani, Bolga and other teachings. Rather, it is a tainly, improvements in the places between 1994 and 2002. fulfilment of a noble vision to system can be attained through Discussions with these persons make Islamic education the merger of some of the continue. In this regard, I would like wholesome and in line with facilities instead of the several to acknowledge the contributions of Professors John Hunwick of current realities for the benefit individually owned schools Northwestern University and David of all and sundry in this serving in the community. Any Owusu-Ansah of James Madison society. Let us therefore pool individual proprietor who University (both in the United States). our resources together to strongly feels that he is capable Their trips to Ghana and their ensure that our children are of going it alone should be engagement in research in Islamic learning in Ghana have facilitated given the proper and relevant encouraged to do so, but the renounced interest and education that will enable them merging and pooling of communication with the various to be useful citizens for the resources would certainly stakeholders in Islamic Education in future of this country. enhance conditions for those Ghana. Dr. Owusu-Ansah, Mr. Certainly, we must envision smaller establishments. Let us Abdulai Iddirisu (formerly of the University for Developmental also hope that the few Senior Studies) and I are engaged in a Secondary Schools run by comprehensive research on this same 13 Muhammad Atiya Al-Ibrashi, Muslim proprietors would subject. We are hopeful that our “Education in Islam” Supreme consider joining the Islamic work will contribute to the Council of Islamic Affairs, Cairo, discussion. 1967, p. 14. 12 that time in our future when Cultural Development in Development Studies. The pro- many parents, irrespective of conjunction with UDS. grams are both academic and religious affiliation, can look to practical with a strong em- the Islamic schools as possible Rationale phasis on field training. alternative institutions of The rationale for TICCS and its Students enter into a problem- learning for their wards. programs in cross-cultural solving dialogue with the local Indeed, that would be our finest training for development is communities they are meant to hour. Wa Salamu Alaikum. based on the premise that serve and they come out with integral development needs to be workable culture-specific pro- Submitted by David Owusu- grounded in the culture of the grams that relate to real needs. Ansah, James Madison University people. In the coming global age, development providers will How is the program * * * * * * be required to cross over from accredited? one culture to another in order to The degree will be granted by plan and implement devel- The TICCS Master of UDS, which is fully accredited opment. Providers must be able by the National Accreditation Arts in Cross-Cultural to see things from the insider’s Board, Ghana Ministry of perspective, experience their Development Education. culture-based attitudes and values, and be able to reflect Tamale Institute of Cross- critically upon this process. What is the MA Program all Cultural Studies (TICCS) is a They need to be able to about? research and teaching Institute challenge not only African • The program blends of the Catholic Church in cultural biases but they must development theory and Tamale, N. Ghana, which become aware of and challenge practice, the classroom fosters a deeper understanding those of the Western estab- and the field, as it seeks of African culture for holistic lishment. They need training that to prepare a new brand human development. TICCS will guide them through this of development prac- offers MA degrees in process. They need tools that titioner for a culturally cooperation with Akrofi- will assist them to overcome based, bottom-up ap- Christaller Memorial Centre their own ethnocentrism and to proach to development. (ACMC) Akropong, and the cross over the three barriers • Participants learn a University of Development preventing dialogue for change. local language and Studies (UDS), Tamale. It Against the perceptual barrier culture in context and offers seminars, workshops and they will need to learn to are guided through the supervised ‘immersion’ courses perceive in new ways. Against process of becoming an in language-learning, culture- the barrier of cultural identities insider in their new learning and ‘action-learning’ they will need to learn to take on culture. for culturally appropriate new cultural identities and to • By means of scholarly development. TICCS also assign new meanings to their reflection, interpretation fosters research on aspects of world. Against the behavioral and analysis, partici- barrier of personal, social and culture and development in pants are helped to institutional habits they will Ghana, and publishes on these explore local cultural need to learn to act in ways that and related themes. Tamale are perceived as appropriate by pathways and interpret Institute of Cross-Cultural insiders. cultural themes. Studies (TICCS) is affiliated • Through close super- with the University of Following this rationale, the vision, they are helped Development Studies (UDS), TICCS programs offer a to discover and evolve Tamale and is launching a “cultural roots” approach to specialised, culture- Masters degree in Cross- specific, problem- 13 solving development to specialized area culture controls us. They learn initiatives for their local studies. to step outside this and reflect contexts. • It is ideal as a multi- on it, and to take the necessary • Although the immediate disciplinary sabbatical steps to adjust for these blocks cultural context for the for academics. and biases. The TICCS training is Ghana, the • It is a professional Introduction Course and the lessons are applicable degree for teaching or workshops and courses in wherever development training purposes. cultural analysis focus encounters culture. • It is a foundation for a primarily on exit-learning. further degree in Who is it for? development related Entry-learning is the advanced • Development theorists disciplines. stage. It involves a real on sabbatical or wishing movement ‘out’ of one’s first to pursue further studies Who is eligible? culture; away from familiar from a cross-cultural Those with a good BA degree, surroundings, familiar sights perspective. preferably in the social and sounds, tastes and smells, • Students of Interdisci- sciences, from a recognized people and activities. The plinary Studies wishing university. deeper one moves into a new to integrate their language and culture, the more disciplines. How long does it take? one must leave one’s first. The • Development practi- The program takes 16 months movement of entering is con- tioner and fieldworkers spread over two academic ditioned by one’s ability and wishing to pursue a years. The first part (37 weeks) commitment to leave. This culture-based, practical is at TICCS, Tamale and the ability and commitment needs approach to develop- second part (16 weeks) is at to be fostered and directed ment from below. UDS, Tamale. because it is constantly chal- • Graduates in fields lenged by the hold our first related to development When does it start? culture maintains over us, our studies who wish to The program starts October values, attitudes, habits and broaden their area of 2004. Applications are ac- perspectives. Thus the entry- expertise. cepted from October 2003. learning process needs to be • Professional educators highly supervised. The TICCS wishing to master the Exit & Entry Learning field-education programs focus use of social and The cross-cultural learning on this second stage of cultural analysis in their process at TICCS follows two field research. broad movements: exit- For further information contact: learning or “learning to leave” The Director, Tamele Insitute of What are the benefits? and entry-learning or “leaving Cross-Cultural Studies, P.O.Box • It is a professional to learn”. 1012 Tamale, Ghana; Ph. +233- preparation for develop- 71-22914; Mob. +233-24-331759 [email protected]; ment organizations and Exit-learning is the preparatory www.ticcs.com. NGOs. stage. All learners bring their • It is an ideal preparation culture-based biases and for field workers. expectations to the learning * * * * * • It is an ideal preparation process. These must be for development theory recognized, challenged and and practice. negotiated. In exit-learning • It is an ideal preparation learners become aware of the for development related myriad ways in which our first 14 APPEAL FOR $96,000 sector has dwindled over the contextual inquiry. FOR THE MUSIC last 15 years there has been an DEPT., UNIVERSITY enormous multiplication of NEED FOR EXPERTISE IN local private TV channels, FM ELECTRO-ACOUSTICS OF GHANA, LEGON radio stations and recording studios. Also important is the The students need to keep he Music Department of the recent growth of a large abreast with new University of Ghana at Legon Ghanaian commercial music developments in music is planning to expand various sector linked to local “gospel” Ttechnology: knowl-edge initiatives established by its last highlife and a rising inter- of digital as well as analogue Director, Dr Willie Anku. The national interest in African and recording techniques, the Music Department has a long “World” music. Our students application of music software, established role in providing need to be trained for this new the use of computers for formal music education for private commercial music compositional purposes, the students going into govern- market that is opening up at sampling of sounds and so on. mental organizations (schools, home and abroad. Furthermore, over the last 15 cultural institutions, police and years or so new forms of military bands etc). Since 1997, NEW JOB CREATION “techno-highlife” (Burgher Dr. Anku expanded the scope highlife and Hip-Life) have of the Department to provide For five years now we have evolved in Ghana that need a students with training for jobs been running the Process of Art sophisticated knowledge of within the private sector and outreach program where computer technology for commercial music industry. He students have been introduced further development. Many of did this by expanding the to the wider musical the public complain that at the courses on African popular community and have gone into moment the technical aspect of music, introducing an electro- dialogues with those operating these new forms of highlife are acoustics course and a student/ in the Ghanaian and African too low. Our music students community outreach program music sector: music distributors trained in computer skills will called “Process of Art.” and promoters, copyright and be able to help raise the music union officials, film- technical standard of this new The new orientations of this music experts, TV company music and at the same find jobs new Music Department cur- owners, marketing experts, for themselves within this riculum include the following established Ghanaian/African commercial field as well. foci: music stars, instrument makers, electronic music experts, re- AUGMENTING COURSES ON PRIVATE SECTOR JOBS cording engineers, etc. This AND PERFORMANCES OF enrichment program needs to HIGHLIFE AND OTHER Courses that are focused be augmented to include the BLACK AND AFRICAN towards commercial music temporary attachment of POPULAR MUSIC administration, promotion and students to mass media organ- marketing, studio engineering, izations, music unions, mar- Just as jazz, the rumba, cassette, music-video and CD keting outfits and recording/ calypsos, and the samba have productions, radio and TV production companies to become national music of the music production and pre- develop hands-on expertise in United States, Cuba, Trinidad, sentation, music journalism, these fields. Furthermore and Brazil – so has highlife music publishing and a famil- students will be encouraged to become the national music of iarity with copyright law. explore and create new job Ghana. However, although the Whereas the need for opportunities for themselves Music Department has an musicians in the government through a process of monitored established track record of 15 courses related to traditional Development of Performance VCR’s, DVD’s, projectors, and African music and western ‘art’ Space. Dr. Anku has obtained listening equipment. music, courses on highlife and the space and building permit African popular music have from the university to build a Educational Highlife books only recently been established. Drum Village rehearsal and The collection of music in- As a result there is little performance space. This needs cluded biographies and graded academically written or scored to be developed in two stages. transcriptions and lyrics of material on highlife and, as of The first will involve the classic highlife tunes for yet, the University does not equivalent to $10,000, the educational publications for have a first-class highlife band. second stage will cost a further school and universities. Both deficiencies need to be $20,000. The Drum Village can rectified. This is especially also be used for running For further information contact: pertinent today with the ex- University music shows and Professor John Collins, Music plosion of international interest ‘afternoon jumps’ which will Department, School of Performing in African and “World Music”. give the students an experience Arts, University of Ghana, This has created a multi-billion in the staging, promotional and P.O.Box LG 19, Legon, Ghana. Tel. Accra 501528 (office) and dollar industry and is attracting catering aspects of running a 512555(house). Email: musical tourists and students to professional show. [email protected] African countries, including Ghana. Indeed the School of Establishment of a digital- Performing Arts, of which the cum-acoustic recording * * * * * Music Department is a part, studio. This will be set up to attracts the highest percentage give state-of-the–art training to Bibliography of GSC of foreign students to the our students. The studio can Members university each year. A well also record university and other developed highlife/ African bands. The studio equipment Arit, Veit and Serena Dankwa, popular music component of and additional computer music “Aus dem Vermächtnis der Union the Music Department would equipment will be for an Trading Company Westafri- assist Ghanaian students in electro-acoustic course already kanische Popmusik in Basel” in entering the lucrative inter- established by Dr. Anku. Basel Stadtbuch 2002 (Basel: national music market and Christoph Merian Verlag, 2003). attract more foreign music Expansion of the Process of ______, “Tradition as a students who bring precious Art Program. Monies will be presence. Changing forms of foreign exchange to the needed (particularly for trans- political legitamcy in the Krobo university. port) for student out-reach states (southeastern Ghana)”. enrichment projects as well as Paper presented at the Department SPECIFIC PROJECTS THAT for continuing the present of History, University of Basel, NEED TO BE IMMEDIATELY policy of inviting experts to 25.4.2002 in BAB Working Paper EXPANDED AND DEVEL- interact with the students. No. 3 (Basel: Basler Afrika Bib- OPED BY THE MUSIC liographien, 2002). DEPARTMENT New books, videos and audio- ______, “Ghana popular music visual equipment for the 1931-1957. From palm wine World Class Highlife Band. Music Department Library. music to dance band highlife.” This will need the upgrading of The particular emphasis will be Compact Disc (Paris: Disques musical equipment of the of books and videos in areas Arion, 2001). present Music Department Pop related to African tradi- Austin, G, “African business in Band and the hiring of 4 top- tional/popular music and the nineteenth-century West Africa” class highlife artist to train and music of the Black Diaspora. in A. Kalloh and T. Falolas eds., assist the students. Needed materials also include Black Business and Economic 16 Power: Historical and Contem- P.N. Peregrine and M.Ember Everts, Natalie C., “Brought up porary Perspectives (Rochester: (eds.), Encyclopedia of Pr- well according to European University of Rochester Press, ehistory, vol. 1 (New York: standards, Helena van der Burgh 2002), pp. 152-199. Kluwer Academic/Plenum Pub- and Wilhelmina van Naarssen: a lishers, 2001), pp. 339-345. view into the lives of two ______, “African rural Christian women from Elmina” in DeCorse, C., R. Carr, E. Chouin, capitalism, cocoa farming, and Missionaries, Merchants, and G. Cook, and S. Spiers, “Central economic growth in colonial Migrants (Amsterdam, 2002). Ghana” in T. Falola ed., Ghana in Region project, coastal Ghana – Africa and the World: Essays in perspectives 2000,” Nyame ______, “Als je geen meester Honor of Adu Boahen (Trenton: Akuma 53 (2000), pp. 6-11. hebt, zal een roofdier je verslinden. Inheemse slavernij in Africa World Press, 2002). Doortman, M.R. and N.C. Everts, de Akan samenleving aan de “Onzichtbare Afrikanen, Euro- achttiende eeuwse Goudkust” in ______, “Agricultural intensi- Afrikanen tussen de Goudkust en R. Daalder, A. Kieskamp, and fication and conflict in Ghana: a Nederland, 1750-1850” in M. ‘t D.J. Tang (eds.), Slaven en historical perspective on human Hart, J. Lucassen, and H. Schmal Schepen, enkele Reis, Bestimmin security,” Ghana Studies Council (eds.), Nieuwe Nederlanders, Newsletter 14 (2001), pp. 6-13. Onbekend (Amsterdam and Vestiging van migranten door de Leiden, 2001). eeuwen heen (Amsterdam, 1996), ______, “Markets, democracy, pp. 81-99. ______, “”Huwelijk naar’s and African economic growth: lands wijze. Relaties tussen liberalism and Afro-pessimism ______, “Vrouwen, familie en Afrikaanse vrouwen en reconsidered,” The Round Table: eigendom op de Goudkust Europeanen aan de Goudkust the Commonwealth Journal of (Ghana). De verwevenheid van (West Afrika) 1700-1817: Een International Affairs 357 (2000), Afrikaanse en Europese aanpassing van de beeldvorming,” pp. 543-555. systhemen van erfrecht in Elmina, Tijdschrift voor Geschiedenis 4 1760-1860” in C. van Eijl et al (1998), pp. 598-616. ______, “Introduction to G. (ed.), Geld en Goed, Jaarboek Austin ed., Industrial growth in voor Vrouwengeschiedenis 17 ______, “Cherchez la femme, the Third World, c. 1870-c.1990: (Amsterdam 1997), pp. 114-130 gender-related issues in eighteenth depressions, intra-regional trade, century Elmina,” Itinerario XX Doortman, M.R., N.C. Everts, and and ethnic networks. LSE (1996), pp. 45-57. Working papers in Economic J.J. Vrij, “Tussen de Goudkust, History (1998), pp. 1-7. Nederlanden Suriname. De Euro- Lentz, Carola, “This is Ghanaian Afrikaanse families Van territory: land conflicts on a West ______, “Introduction” to Bakergem, Rühle, Woortman en African border,” American Classics in African Anthropology Huydecoper” in De Nederlandse Ethnologist 30 (2), 2003. Leeuw 117 (2000), col. 170-212, edition of Polly Hill’s Migrant ______, “The time when politics 310-344, 490-577. Farmers of Southern Ghana came“: Ghana’s decolonisation (Oxford: James Curry and Dumett, R. “The Nzemans of from the perspective of a rural International African Institute, southwestern Ghana: gold miners, periphery,” Journal of Contem- 1997), pp. ix-xxviii. rubber traders, loggers, and porary African Studies 20 (2), entrepreneurs” in Toyin Falola 2002: 245–74. DeCorse, C. and S. Spiers, “West ed., Ghana in West Africa and the African Iron Age” in P.N. World (Lawrenceville, 2003). Lentz, Carola and Hans-Jürgen Peregrine and M.Ember (eds.), Sturm: “Of trees and earth Encyclopedia of Prehistory, vol. 1 ______, “Tropical forests and shrines: an interdisciplinary ap- (New York: Kluwer Academic/ West African enterprise: the early proach to settlement histories in Plenum Publishers, 2001), pp. history of the Ghana timber the West African savanna,” 313-318. trade,” African Economic History History in Africa 28, 2001: 139–168. DeCorse, C. and S. Spiers, “West 29 (2001), pp. 79-116. African Regional Complexity” in

17 Nugent, Paul, Smugglers, Seces- pp. 3-31. sionists, and Loyal Citizens of the Ghana-Togo Fronties: The Lie of ______, “The toilet: dignity, the Borderlands Since 1911 privacy, and care of elderly people (Athens: Ohio University Press in Kwahu, Ghana” in S. Makoni and James Curry Press, 2002) and K. Stroeken (eds.), Ageing in Africa: Sociolinguistic and _____, “Ethnicity as an anthropological approaches explanatory factor in the Ghana (Aldershot: Ashgate, 2002), pp. 2000 elections,” Issue XCXIX, 1 227-244. &2 (2002). ______, “From wisdom to _____, “Winners, losers, and also witchcraft: the ambivalence rans: Money, moral authority, and towards old age in rural Ghana,” voting patterns in the Ghana 2000 Africa 72,3 (2002), pp. 437-463. election,” African Affairs 100, 4000 (2001). ______, “ ‘I want to go!’ How elderly people in Ghana look _____, “The things that money forward to death,” Ageing & can buy: Chieftaincy, the media, Society 22,1 (2002), pp. 7-28. and the 1996 elections in the 1996 elections in Hohoe-North constituency,” Ghana Studies 4 * * * * * (2001); Spiers, Sam, “Struggling pasts: A commentary,” Inte- rnational Journal of Historical Archaeology 6, 2 (2002), pp. 217- 224.

______, “Book Review: Meaning and ideology in historical archaeology: style, social identity, and capitalism in an Australian town,” Historical Archaeology 35,2 (2001), pp. 124- 125.

______, “Book Review: Encyclopedia of precolonial Africa: archaeology, history, language, cultures, and envi- ronments,” African-American Archaelogy 25 (1999), pp. 6-7.

Van der Geest, Sjaak, “The night- soil collector. Bucket latrines in Ghana,” Postcolonial Studies 5,2 (2002), pp. 197-206.

______, “Respect and reciprocity: care of elderly people in rural Ghana,” Journal of Cross- Cultural Gerontology 17,1 (2002), 18