Saving Failed States: Sometimes a Neocolonialist Notion Ruth Gordon
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The Plight of German Missions in Mandate Cameroon: an Historical Analysis
Brazilian Journal of African Studies e-ISSN 2448-3923 | ISSN 2448-3907 | v.2, n.3 | p.111-130 | Jan./Jun. 2017 THE PLIGHT OF GERMAN MISSIONS IN MANDATE CAMEROON: AN HISTORICAL ANALYSIS Lang Michael Kpughe1 Introductory Background The German annexation of Cameroon in 1884 marked the beginning of the exploitation and Germanization of the territory. While the exploitative German colonial agenda was motivated by economic exigencies at home, the policy of Germanization emerged within the context of national self- image that was running its course in nineteenth-century Europe. Germany, like other colonial powers, manifested a faulty feeling of what Etim (2014: 197) describes as a “moral and racial superiority” over Africans. Bringing Africans to the same level of civilization with Europeans, according to European colonial philosophy, required that colonialism be given a civilizing perspective. This civilizing agenda, it should be noted, turned out to be a common goal for both missionaries and colonial governments. Indeed the civilization of Africans was central to governments and mission agencies. It was in this context of baseless cultural arrogance that the missionization of Africa unfolded, with funds and security offered by colonial governments. Clearly, missionaries approved and promoted the pseudo-scientific colonial goal of Europeanizing Africa through the imposition of European culture, religion and philosophy. According to Pawlikova-Vilhanova (2007: 258), Christianity provided access to a Western civilization and culture pattern which was bound to subjugate African society. There was complicity between colonial governments and missions in the cultural imperialism that coursed in Africa (Woodberry 2008; Strayer 1976). By 1884 when Germany annexed Cameroon and other territories, the exploitation and civilization of African societies had become a hallmark 1 Department of History, University of Bamenda, Bamenda, Cameroon. -
Were German Colonies Profitable?
Were German colonies profitable? Marco Cokić BSc Economics 3rd year University College London Explore Econ Undergraduate Research Conference February 2020 Introduction In the era of colonialization, several, mainly European, powers tried to conquer areas very far away from their mainland, thereby creating multicontinental empires. One of these European powers was the German Empire which entered the game for colonies in the 1880s and was forced to leave it after World War I. Still, these involvements had a significant impact on several aspects of the German Empire. This essay discusses the question if the colonial policy of the German Empire until 1914 was an economic success. The reason for this approach is twofold. Firstly, economics can be seen as one of the main motivations of colonial policy (Blackbourn, 2003). Hence, looking at the economic results of this undertaking as a measure of success seems reasonable. Secondly, economic development can be measured relatively accurately and is a good proxy for defining success of the German colonial policy. Therefore, economic data will be used and tested against the economic hopes of advocates of colonialism during that period. The essay is split up into three main parts. In the first part, the historical background behind German colonialization and the colonies is introduced. After a brief explanation of the empirical strategy for this paper, data will be used to show if the German hopes were fulfilled. Theoretical background The German economy of the 1880s and German aims in the colonies In the 1880s, Germany was an economic leader. Several branches such as the chemical industry were worldwide leaders in their sectors and economic growth was, compared to other countries, very high (Tilly, 2010). -
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 -
Confronting Settler Colonialism in Food Movements
Running head: CONFRONTING SETTLER COLONIALISM IN FOOD MOVEMENTS Confronting Settler Colonialism in Food Movements By Michaela Bohunicky A thesis presented to Lakehead University in fulfillment of the thesis requirement for the degree of Master of Health Sciences With specialization in Social-Ecological Systems, Sustainability, and Health Thunder Bay, Ontario, Canada, 2020 © Michaela Bohunicky 2020 CONFRONTING SETTLER COLONIALISM IN FOOD SYSTEMS Approval 2 CONFRONTING SETTLER COLONIALISM IN FOOD SYSTEMS Declaration of originality I hereby declare that I am the sole author of this thesis. This is a true copy of the thesis, including any required final revisions, as accepted by my examiners. I understand that my thesis may be made electronically available to the public. 3 CONFRONTING SETTLER COLONIALISM IN FOOD SYSTEMS Abstract The dominant global capitalist food system is contributing significantly to social, political, ecological, and economic crises around the world. In response, food movements have emerged to challenge the legitimacy of corporate power, neoliberal trade policies, and the exploitation of people and natural resources. Despite important accomplishments, food movements have been criticized for reinforcing aspects of the dominant food system. This includes settler colonialism, a fundamental issue uniquely and intimately tied to food systems that has not received the attention it deserves in food movement scholarship or practice. While there is a small but growing body of literature that speaks to settler colonialism in contemporary -
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 ........... -
French and British Colonial Legacies in Education: a Natural Experiment in Cameroon
French and British Colonial Legacies in Education: A Natural Experiment in Cameroon Yannick Dupraz∗ 2015 most recent version: http://www.parisschoolofeconomics.eu/IMG/pdf/ jobmarket-paper-dupraz-pse.pdf Abstract. | Does colonial history matter for development? In Sub-Saharan Africa, economists have argued that the British colonial legacy was more growth-inducing than others, especially through its effect on education. This paper uses the division of German Kamerun between the British and the French after WWI as a natural experiment to identify the causal effect of colonizer identity on education. Using exhaustive geolocated census data, I estimate a border discontinuity for various cohorts over the 20th century: the British effect on education is positive for individuals of school age in the 1920s and 1930s; it quickly fades away in the late colonial period and eventually becomes negative, favoring the French side. In the most recent cohorts, I find no border discontinuity in primary education, but I do find a positive British effect in secondary school completion | likely explained by a higher rate of grade repetition in the francophone system. I also find a strong, positive British effect on the percentage of Christians for all cohorts. I argue that my results are best explained by supply factors: before WWII, the British colonial government provided incentives for missions to supply formal education and allowed local governments to open public schools, but the British effect was quickly smoothed away by an increase in French education investments in the late colonial period. Though the divergence in human capital did not persist, its effect on religion was highly persistent. -
British Southern Cameroon (Anglophone)
American Journal of Humanities and Social Sciences Research (AJHSSR) 2021 American Journal of Humanities and Social Sciences Research (AJHSSR) e-ISSN :2378-703X Volume-5, Issue-4, pp-555-560 www.ajhssr.com Research Paper Open Access British Southern Cameroon (Anglophone) Crisis in Cameroon and British (Western) Togoland Movement in Ghana: Comparing two Post-Independence separatist conflicts in Africa Joseph LonNfi, Christian Pagbe Musah The University of Bamenda, Cameroon ABSTRACT: The UN trust territories of British Togoland and British Southern Cameroons at independence and following UN organised plebiscites, choose to gain independence by joining the Republic of Ghana and the Republic of Cameroon in 1955 and 1961 respectively. Today, some indigenes of the two territories are protesting against the unions and are advocating separation. This study, based on secondary sources, examines the similarities and differences between the two secession movements arguing that their similar colonial history played in favour of today’s conflicts and that the violent, bloody and more advanced conflict in Cameroon is inspiring the movement in favour of an independent Western Togoland in Ghana. It reveals that colonial identities are unfortunately still very strong in Africa and may continue to obstruct political integration on the continent for a long time. Key Words: Anglophones, Cameroon, Ghana, Secession, Togolanders, I. INTRODUCTION In July1884, Germany annexed Togoland and Kamerun (Cameroon). When the First World War started in Europe, Anglo-French forces invaded Togoland and Cameroon and defeated German troops in these colonies. In 1916, Togoland was partitioned into British Togoland and French Togoland while Cameroon was also partitioned like Togoland into two unequal portions of British Cameroons and French Cameroun. -
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.