Nkrumah and the Quest for African Unity
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1 Marxism-Nkrumaism: Dr. Kwame Nkrumah's
MARXISM-NKRUMAISM: DR. KWAME NKRUMAH’S APPLICATION OF MARXISM TO AFRICA SERIES III ON THE APPLICATION OF CONSCIENCISM IN GHANA AND AFRICA By S.G. IKOKU Foreword by Lang T. K. A. Nubuor S. G. Ikoku, a Nigerian Pan-Africanist and a former lecturer at the Kwame Nkrumah Ideological Institute, states at the launching of Consciencism at the University of Ghana that „Basing itself squarely on dialectical materialism and on its moral and social theory, outlined above, Consciencism has evolved a political theory of its own.‟ In our previous series we explain that Dialectical Materialism is the philosophy of Marxism applied by Dr. Kwame Nkrumah in his construction of Consciencism. The citation above is one more confirmation of Consciencism being founded on Marxism. Once again, we state that any successful disproof of Dialectical Materialism also destroys Consciencism automatically. Some uninformed persons (hiding under nicknames) make every effort to remove this Marxist philosophical foundation from underneath Consciencism. Interestingly, where they find themselves nailed to the wall they make a claim that dialectical materialism or “dialectics”, for short, should not be attributed to Marxism (Karl Marx) but to African sources in the person of Ibn Khaldun. In particular, they refer to Ibn Khaldun‟s book The Muqaddimah. Our study of the book, however, shows that it does not have anything whatsoever to do with dialectical materialism. And even more devastatingly, it has nothing to do with dialectics as conceived in the formulation of Marxism‟s Dialectical Materialism. In that book, it only means dialogue as opposed to its usage as the play of contradictions in human history and nature. -
Teaching About Africa South of the Sahara; a Guide and Resource Packet for Ninth Grade Social Studies
DOCUMENT RESUME ED 042 667 SO 000 190 AUTHOR Coburn, Barbara; And Others TITLE Teaching About Africa South of the Sahara; A Guide and Resource Packet for Ninth Grade Social Studies. INSTITUTION State Univ. of New York, Albany. SPONS AGENCY New York State Education Dept., Albany. Bureau of Secondary Curriculum Development. PUB DATE 70 NOTE 285p. EDRS PRICE EDRS Price MF-$1.25 HC-$14.35 DESCRIPTORS African Culture, *African History, Case Studies, Concept Teaching, *Grade 9, *Inductive Methods, Inquiry Training, Instructional Materials, Multimedia Instruction, *Resource Materials, Secondary Grades, Social Change, Social Studies Units, *Teaching Guides, Urbanization ABSTRACT This guide provides a sampling of reference materials which are pertinent for two ninth grade units: Africa South of the Sahara: Land and People, and Africa South of the Sahara: Historic Trends. The effect of urbanization upon traditional tribalistic cultures is the focus. A case study is used to encourage an inductive approach to the learning process. It is based upon the first hand accounts of Jomo Kenyatta and Mugo Gatheru as they grew up within the traditions of their ethnic group --the Kikuyu of Kenya. Materials using the "mystery story" approach are included for an analysis of the iron age culture at Zimbabwe. The case study package purposely does not go into detail on such steps as the identification of theme and the determination of procedures to encourage individualization. The latter part of the guide is arranged as a reference section by subtopic or understanding including questions suggesting the direction of inquiry, and pertinent reading selections, diagrams, maps and drawings. Finally, an annotated bibliography lists materials that are currently in print or available through regional libraries. -
Kwame Nkrumah and the Pan- African Vision: Between Acceptance and Rebuttal
Austral: Brazilian Journal of Strategy & International Relations e-ISSN 2238-6912 | ISSN 2238-6262| v.5, n.9, Jan./Jun. 2016 | p.141-164 KWAME NKRUMAH AND THE PAN- AFRICAN VISION: BETWEEN ACCEPTANCE AND REBUTTAL Henry Kam Kah1 Introduction The Pan-African vision of a United of States of Africa was and is still being expressed (dis)similarly by Africans on the continent and those of Afri- can descent scattered all over the world. Its humble origins and spread is at- tributed to several people based on their experiences over time. Among some of the advocates were Henry Sylvester Williams, Marcus Garvey and George Padmore of the diaspora and Peter Abrahams, Jomo Kenyatta, Sekou Toure, Julius Nyerere and Kwame Nkrumah of South Africa, Kenya, Guinea, Tanza- nia and Ghana respectively. The different pan-African views on the African continent notwithstanding, Kwame Nkrumah is arguably in a class of his own and perhaps comparable only to Mwalimu Julius Nyerere. Pan-Africanism became the cornerstone of his struggle for the independence of Ghana, other African countries and the political unity of the continent. To transform this vision into reality, Nkrumah mobilised the Ghanaian masses through a pop- ular appeal. Apart from his eloquent speeches, he also engaged in persuasive writings. These writings have survived him and are as appealing today as they were in the past. Kwame Nkrumah ceased every opportunity to persuasively articulate for a Union Government for all of Africa. Due to his unswerving vision for a Union Government for Africa, the visionary Kwame Nkrumah created a microcosm of African Union through the Ghana-Guinea and then Ghana-Guinea-Mali Union. -
Music of Ghana and Tanzania
MUSIC OF GHANA AND TANZANIA: A BRIEF COMPARISON AND DESCRIPTION OF VARIOUS AFRICAN MUSIC SCHOOLS Heather Bergseth A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTERDecember OF 2011MUSIC Committee: David Harnish, Advisor Kara Attrep © 2011 Heather Bergseth All Rights Reserved iii ABSTRACT David Harnish, Advisor This thesis is based on my engagement and observations of various music schools in Ghana, West Africa, and Tanzania, East Africa. I spent the last three summers learning traditional dance- drumming in Ghana, West Africa. I focus primarily on two schools that I have significant recent experience with: the Dagbe Arts Centre in Kopeyia and the Dagara Music and Arts Center in Medie. While at Dagbe, I studied the music and dance of the Anlo-Ewe ethnic group, a people who live primarily in the Volta region of South-eastern Ghana, but who also inhabit neighboring countries as far as Togo and Benin. I took classes and lessons with the staff as well as with the director of Dagbe, Emmanuel Agbeli, a teacher and performer of Ewe dance-drumming. His father, Godwin Agbeli, founded the Dagbe Arts Centre in order to teach others, including foreigners, the musical styles, dances, and diverse artistic cultures of the Ewe people. The Dagara Music and Arts Center was founded by Bernard Woma, a master drummer and gyil (xylophone) player. The DMC or Dagara Music Center is situated in the town of Medie just outside of Accra. Mr. Woma hosts primarily international students at his compound, focusing on various musical styles, including his own culture, the Dagara, in addition music and dance of the Dagbamba, Ewe, and Ga ethnic groups. -
Afrocentric Education: What Does It Mean to Toronto’S Black Parents?
Afrocentric Education: What does it mean to Toronto’s Black parents? by Patrick Radebe M.Ed., University of Toronto, 2005 B.A. (Hons.), University of Toronto, 2000 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (Educational Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) October 2017 Patrick Radebe, 2017 Abstract The miseducation of Black students attending Toronto metropolitan secondary schools, as evinced by poor grades and high dropout rates among the highest in Canada, begs the question of whether responsibility for this phenomenon lies with a public school system informed by a Eurocentric ethos. Drawing on Afrocentric Theory, this critical qualitative study examines Black parents’ perceptions of the Toronto Africentric Alternative School and Afrocentric education. Snowball sampling and ethnographic interviews, i.e., semi-structured interviews, were used to generate data. A total of 12 Black parents, three men and nine women, were interviewed over a 5-month period and data analyzed. It was found that while a majority of the respondents supported the Toronto Africentric Alternative School and Afrocentric education, some were ambivalent and others viewed the school and the education it provides as divisive and unnecessary. The research findings show that the majority of the participants were enamored with Afrocentricity, believing it to be a positive influence on Black lives. While they supported TAAS and AE, the minority, on the other hand, opposed the school and its educational model. The findings also revealed a Black community, divided between a majority seeking to preserve whatever remained of (their) African identity and a determined minority that viewed assimilation to be in the best interests of Black students. -
The Launch of the John A. Kufuor Foundation
REMARKS OF THE PATRON OF THE THABO MBEKI FOUNDATION, AT THE LAUNCH OF THE JOHN A. KUFUOR FOUNDATION: BANQUET HALL, STATE HOUSE, ACCRA: SEPTEMBER 20, 2011 Mr Thabo Mbeki My dear friends, Presidents John Kufuor and Horst Köhler, Distinguished guests, Friends, ladies and gentlemen: Let me start by thanking President Kufuor most sincerely for inviting me to return to this country which is always close to our hearts, Ghana, to participate in the launch of the John A. Kufuor Foundation. I also extend my heartfelt congratulations to the President on the formation and launch of the Foundation as well as thank the University of Ghana and the Kwame Nkrumah University of Science and Technology for hosting the two important institutions of the Foundation. I must say that as an honorary graduate and therefore an alumnus of the University of Cape Coast I feel a little jealous that we are not hosting one of these institutions. However I want to assure you, President Kufuor, that I will not hold this against you. I am certain that it is a matter of common cause among all of us that our Continent is faced with the urgent challenge to solve many major problems. Equally I am certain that all of us agree that we need to mobilise as much of the African brain power we can to help us elaborate the solutions to these problems. I say all of this to express my sincere appreciation for the important commitment which John Kufuor made when he took the decision to establish his Foundation. That commitment was that he would not selfishly keep to himself his enormous experience in the struggle to confront and resolve Africa’s challenges but would make that experience available to our Continent and especially our youth. -
The Thought of Leopold Sedar Senghor
The Journal of Social Encounters Volume 4 Issue 1 Article 6 2020 Hegel’s Philosophy of History-A Challenge to the African Thinker: The Thought of Leopold Sedar Senghor Basile Sede Noujio North Carolina Agricultural and Technological University Follow this and additional works at: https://digitalcommons.csbsju.edu/social_encounters Part of the African Studies Commons, and the Peace and Conflict Studies Commons Recommended Citation Sede Noujio, Basile (2020) "Hegel’s Philosophy of History-A Challenge to the African Thinker: The Thought of Leopold Sedar Senghor," The Journal of Social Encounters: Vol. 4: Iss. 1, 57-69. Available at: https://digitalcommons.csbsju.edu/social_encounters/vol4/iss1/6 This Additional Essay is brought to you for free and open access by DigitalCommons@CSB/SJU. It has been accepted for inclusion in The Journal of Social Encounters by an authorized editor of DigitalCommons@CSB/SJU. For more information, please contact [email protected]. The Journal of Social Encounters Hegel’s Philosophy of History-A Challenge to the African Thinker: The Thought of Leopold Sedar Senghor Basile Sede Noujio North Carolina Agricultural and Technological University Abstract Philosophy of History, as an academic discipline, challenges the choices that we make, motivated by our respective historical circumstances. Hegel considers Africa as an unhistorical continent, whose inhabitants can only be equated to animals or worthless article, bound to remain in slavery and in subhuman conditions. On the other hand, Léopold Sedar Senghor, in his Négritude ideology, portrays the values embedded in the African cultural and traditional practices. The intellectual aptness of the Africans, in this work is manifested in the very ideas of Senghor which we are using to contest those of Hegel. -
The Hermeneutical Paradigm in African Philosophy Genesis, Evolution and Issues
Nokoko Institute of African Studies Carleton University (Ottawa, Canada) 2017 (6) The Hermeneutical Paradigm in African Philosophy Genesis, Evolution and Issues Louis-Dominique Biakolo Komo The aim of this reflection is a diachronic analysis and an appreciation of the hermeneutical paradigm in African philosophy. This paradigm raises the problem of the relationship between culture and philosophy and sub- sequently, the problem of the relationship between universality and partic- ularity. In fact, it seems evident that if philosophy is not a cultural product, it is nevertheless a critical reflection which always manifests in its contents a specific cultural and historical experience. Thus, African philosophy nec- essarily evolves within African cultures. Therefore, universality and particu- larity are necessarily connected in the sense that culture manifests human potentialities. If African cultures must be the starting point of African phi- losophy, African philosophers must not forget to engage critically with cul- ture; and that, definitely, it is our historical context that determines the ap- preciation of both our culture and others’. The Hermeneutical Paradigm is one of the most important trends in modern and contemporary African Philosophy. This is due to the fact that philosophy is inherently interpreta- tive. It is the product of language, context, and history, and hence inextricably linked to culture. Culture is the expression of human thought or creativity, as wherever human beings exist, they express their thought in language and culture. It thus becomes absurd to 82 Nokoko 6 2017 affirm that some human beings or human societies, who have their own cultures and languages, do not think. Therefore, one can under- stand the important development that the Hermeneutical Paradigm in African philosophy has taken. -
Freedom As Marronage
Freedom as Marronage Freedom as Marronage NEIL ROBERTS The University of Chicago Press Chicago and London Neil Roberts is associate professor of Africana studies and a faculty affiliate in political science at Williams College. The University of Chicago Press, Chicago 60637 The University of Chicago Press, Ltd., London © 2015 by The University of Chicago All rights reserved. Published 2015. Printed in the United States of America 24 23 22 21 20 19 18 17 16 15 1 2 3 4 5 ISBN- 13: 978- 0- 226- 12746- 0 (cloth) ISBN- 13: 978- 0- 226- 20104- 7 (paper) ISBN- 13: 978- 0- 226- 20118- 4 (e- book) DOI: 10.7208/chicago/9780226201184.001.0001 Jacket illustration: LeRoy Clarke, A Prophetic Flaming Forest, oil on canvas, 2003. Library of Congress Cataloging- in- Publication Data Roberts, Neil, 1976– author. Freedom as marronage / Neil Roberts. pages ; cm Includes bibliographical references and index. ISBN 978- 0- 226- 12746- 0 (cloth : alk. paper) — ISBN 978- 0- 226- 20104- 7 (pbk : alk. paper) — ISBN 978- 0- 226- 20118- 4 (e- book) 1. Maroons. 2. Fugitive slaves—Caribbean Area. 3. Liberty. I. Title. F2191.B55R62 2015 323.1196'0729—dc23 2014020609 o This paper meets the requirements of ANSI/NISO Z39.48– 1992 (Permanence of Paper). For Karima and Kofi Time would pass, old empires would fall and new ones take their place, the relations of countries and the relations of classes had to change, before I discovered that it is not quality of goods and utility which matter, but movement; not where you are or what you have, but where you have come from, where you are going and the rate at which you are getting there. -
Nigerian Nationalism: a Case Study in Southern Nigeria, 1885-1939
Portland State University PDXScholar Dissertations and Theses Dissertations and Theses 1972 Nigerian nationalism: a case study in southern Nigeria, 1885-1939 Bassey Edet Ekong Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the African Studies Commons, and the International Relations Commons Let us know how access to this document benefits ou.y Recommended Citation Ekong, Bassey Edet, "Nigerian nationalism: a case study in southern Nigeria, 1885-1939" (1972). Dissertations and Theses. Paper 956. https://doi.org/10.15760/etd.956 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. AN ABSTRACT OF' THE 'I'HESIS OF Bassey Edet Skc1::lg for the Master of Arts in History prt:;~'entE!o. 'May l8~ 1972. Title: Nigerian Nationalism: A Case Study In Southern Nigeria 1885-1939. APPROVED BY MEMBERS OF THE THESIS COMMITIIEE: ranklln G. West Modern Nigeria is a creation of the Britiahl who be cause of economio interest, ignored the existing political, racial, historical, religious and language differences. Tbe task of developing a concept of nationalism from among suoh diverse elements who inhabit Nigeria and speak about 280 tribal languages was immense if not impossible. The tra.ditionalists did their best in opposing the Brltlsh who took away their privileges and traditional rl;hts, but tbeir policy did not countenance nationalism. The rise and growth of nationalism wa3 only po~ sible tbrough educs,ted Africans. -
At-Issue African Philosophy and the Lingering Question of Methodology
African Studies Quarterly | Volume 19, Issue 2| May 2020 At-Issue African Philosophy and the Lingering Question of Methodology EMMANUEL IFEANYI ANI Abstract: Since the post-World War II era there has been a lingering controversy about what we should be doing in the name of African philosophy. Whilst some argue that it is the espousing of collective traditional practices, norms and values, others argue that it is the critical argumentation done by individual philosophers on any topic worth philosophical attention. There has been an attempt to forge a compromise in what is called sage philosophy, but there is no guaranteed accuracy in this attempt. My argument is that the debate persists because of a hasty expectation of African philosophy. Secondly, it appears that we cannot avoid argumentation as a methodology in African philosophy, contrary to the position of some supporters of the “ethno” philosophy school. Keywords: African philosophy, African values, post colonialism, ethno philosophy Introduction The way philosophy is produced in Africa will ultimately determine the continent’s contribution to the field. I open the discussion of the question about methodology by outlining the post-World War II period of philosophizing in Africa. This period highlights the disagreement between “ethno” and “professional” philosophers about how we should philosophize in Africa. I outline four points of disagreement between these two schools, and argue that these points of disagreement evidence a hasty expectation of African philosophy at its early stage, of which both parties to the debate are somewhat guilty, especially the ethno philosophy school. I conclude the article by also observing that ethno philosophy prolongs the debate unnecessarily due to the lack of understanding of its supporters of what argumentation really means. -
Black Internationalism and African and Caribbean
BLACK INTERNATIONALISM AND AFRICAN AND CARIBBEAN INTELLECTUALS IN LONDON, 1919-1950 By MARC MATERA A Dissertation submitted to the Graduate School-New Brunswick Rutgers, the State University of New Jersey In partial fulfillment of the requirements For the degree of Doctor of Philosophy Graduate Program in History Written under the direction of Professor Bonnie G. Smith And approved by _______________________ _______________________ _______________________ _______________________ New Brunswick, New Jersey May 2008 ABSTRACT OF THE DISSERTATION Black Internationalism and African and Caribbean Intellectuals in London, 1919-1950 By MARC MATERA Dissertation Director: Bonnie G. Smith During the three decades between the end of World War I and 1950, African and West Indian scholars, professionals, university students, artists, and political activists in London forged new conceptions of community, reshaped public debates about the nature and goals of British colonialism, and prepared the way for a revolutionary and self-consciously modern African culture. Black intellectuals formed organizations that became homes away from home and centers of cultural mixture and intellectual debate, and launched publications that served as new means of voicing social commentary and political dissent. These black associations developed within an atmosphere characterized by a variety of internationalisms, including pan-ethnic movements, feminism, communism, and the socialist internationalism ascendant within the British Left after World War I. The intellectual and political context of London and the types of sociability that these groups fostered gave rise to a range of black internationalist activity and new regional imaginaries in the form of a West Indian Federation and a United West Africa that shaped the goals of anticolonialism before 1950.