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'Griotic' Methodology: African Historiography, Identity Politics And

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'Griotic' Methodology: African Historiography, Identity Politics And Towards A ‘Griotic’ Methodology: African Historiography, Identity Politics and Educational Implications Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Abu Jaraad Toure, M.A. Graduate Program in Education and Human Ecology The Ohio State University 2011 Dissertation Committee: Dr. Antoinette Errante, Advisor Dr. Leslie Alexander Dr. Ousman Kobo Copyright by Abu J. Toure 2011 Abstract This study assesses the historical and educational implications of a ‘griotic’ methodology that was employed by free African Americans in the antebellum North. This griotic methodology involved a textual production of history by and for African Americans that was derived from a West African oral/performance basis of history. The study therefore examines how a distinctive approach of history production developed among free African Americans from the late 1700s through the 1830s as they appropriated, engaged and/or countered prevailing European American discourses. Most important to the study is how these early intellectuals sought to vindicate, historicize and liberate themselves through re-presenting the idea of ‘Africa’ as the metaphorical source and destiny of their race. Educational implications of this griotic methodology are subsequently highlighted in the study as it is applied as pedagogy in a post-secondary classroom to empower African African students. In order to establish an endogenous prism through which to examine this distinctive African American methodology, this study integrates a number of qualitative and historiographical components: an intellectual autobiography of the author who is an African American male educator; oral histories of African and African American history professors; and assessments of recent African American scholarship that focus on early African identity politics in the Americas. From these analyses, the author delineates and employs a ‘griotic’ framework that involves a dialogue between the ii present and past, to chart how a West African oral/performance basis of history ascended into the textual productions of Olaudah Equiano, John Marrant, Peter Williams Jr., William Hamilton, Jacob Oson, David Walker and Maria Stewart. The historical usage of this ‘griotic’ methodology is then emphasized within these works as a liberatory praxis by which early free Africans empowered their identity politics. As this African American approach is specifically examined as an framework for historical production and education, the final component of the study consequently involves the application of griotic methodology as pedagogy within a post-secondary humanities course. The griotic methodology’s applicability is ultimately assessed with respect to how it prompts African American educational agency in, and/or ownership of curriculum in a manner that is meaningful to students’ experiences as constructed by race, ethnicity, religion, and/or gender. In final assessment of griotic methodology as pedagogy, seven principles and practices are offered for educators in post-secondary classrooms to promote a sense of educational agency among African American students in such a way that students’ views of themselves and others are expanded and/or challenged. iii Dedication This dissertation is dedicated to my innercircle, inclusive of: my wife, Chiquita Renee Toure; and my children, Asha Imaniye Toure, Attiyya Ife Toure, Ajallah Iman Toure, and Amina Idris Toure. May we continue to climb the ‘Mountain of God’(Al- Tuur) together. iv Acknowledgements First, and foremost, I acknowledge almighty God (Allah) the creator and sustainer of the heavens and the earth (Alhamdulillah!). It is only by way of our submission to God’s will that we are truly successful. I must also acknowledge all the ancestors from whom we have descended and all those who are yet to be born! For the living are only a manifestation of the circle or ongoing cycle of life. I thank my help-mate, companion, friend, children’s mother, part-time editor and wife, Chiquita R. Toure for her intellect, support, feedback, encouragement and commitment. I thank my children, Asha, Attiyya, Ajallah, and Amina for serving as my motivation to be the best father that I can be spiritually, intellectually and physical I thank my parents, A. “Terry” and Arlene Winn Thompson for providing the solid foundation for my ongoing journey in this process of life. I also thank them for instilling in me the multitude of ethics, morals and principles that I have drawn from throughout my life. Job well done! I must also acknowledge Dr. Antoinette Errante for her on-going support and encouragement throughout the years. Thank you for assisting me in finding my space within the college of education. Additionally, I thank committee members, Dr. Leslie Alexander and Dr. Ousman Kobo. Dr. Alexander, your expertise of the antebellum free African communinity has expanded my intellectual horizons with respect to the intersections between Africanity, Black Nationalism and Pan-Africanism. v Brother/Professor Ousman Kobo, I thank you for your expertise in African methodology which is essential to my griotic methodology. Moreover, I thank you for your consistent and constructive encouragement, fellowship, comraderie and hospitality. I also thank Dr. Walter Rucker, who was instrumental in inspiring me to getting me back on the intellectual track full-time. I wish him well in his future professional and personal endeavors. I also would like to acknowledge important individuals who significantly contributed to my intellectual autobiography. They include Ms. Ann Jones (third grade teacher),the late Dr. Mary-Anne Williams, Dr. Michael O. West, Dr. William Martin, Dr. Merle Bowen, Dr. Erwin Epstein, and Dr. Beverly Gordon. I thank you all! vi Vita November 26, 1969………………... Born, Canton, Ohio December 1992 ……………………. B.S., Social Studies Education, The Ohio State University. May 1995……………………………M.A., African Studies, University of Illinois at Urbana-Champaign 1993-1994…………………………...Graduate College Fellow University of Illinois at Urbana-Champaign 1994 ………………………………….Foreign Language and Areas Studies Fellow University of Illinois at Urbana-Champaign 1994-1995……………………………Graduate Teaching Assistant University of Illinois at Urbana-Champaign 1995-Present …………………………High School Social Studies Teacher Columbus City Schools. 1996-Present………………………….Adjunct Instructor of Humanities Columbus State Community College Publications “Stefania Capone’s Searching for Africa in Brazil: Power and Tradition in Candomble.” (Book Review) Journal of Religion in Africa, 41, (2011)131-133. Fields of Study Major Field: Education (Cultural and Social Foundations) Minor Fields: Africana Studies vii Table of Contents Abstract ……………………………………………………………………ii Dedication………………………………………………………………….iv Acknowledgements ………………………………………………………...v Vita ………………………………………………………………………..vii List of Figures ………………………………………………………………x Introduction …………………………………………………………………1 Research questions………………………………………………………….10 Literature Review…………………………………………………………...13 Theoretical Framework……………………………………………………..18 Methodology………………………………………………………………..22 Chapter Outline……………………………………………………………..27 Limitations of Study………………………………………………………..29 Chapter 1: Discerning a ‘griotic’ methodology.……..…………………....31 Chapter 2: Griotically assessing historiography on African Diaspora..…..74 Chapter 3: Charting griotic methodology through oral/performance based agencies and the ‘African’ autobiography .……………..…………141 Chapter 4: Foundations of griotic methodology within free African textual performances ……….……………………………………………………...179 John Marrant’s ‘griotic’ historicization of African Masonry……………...183 viii Griotic oration of Peter Williams Jr.,……………………………………...190 William Hamilton and the ‘griotic’ making of history……………………197 The emergence of the ACS and Jacob Oson’s Search for Truth………….207 The ‘griotic’ culmination of David Walker’s Appeal……………………..219 The historical dynamism of a griotte’, Mrs. Maria W. Stewart…………...231 Chapter 5: Griotic methodology as pedagogy……………………….......247 Conclusion ……………………………….……………………………….329 References ………………………………………………………………..334 Appendix A: Intellectual Autobiography…………………………………353 Appendix B: Realms of Consciousness of an African American male in African studies ………………………………………………………...383 Appendix C: Consent form for Professors ……………………………….384 Appendix D: Consultation/Oral History Questions ………………...…....387 Appendix E: Consent form for students ………………………………….388 Appendix F: Course Syllabus…………………………………………….391 ix List of Figures Figure 1. Towards a griotic methodology ………………………………………..73 Figure 2. Classroom seating arrangement ……………………………………...266 Figure 3. Student identities / goals ……………………………………………..277 x Introduction “We are the vessels of speech, we are the repositories which harbor secrets many centuries old… we are the memory of making, by the spoken word we bring to life the deeds and exploits of kings for younger generations.” 1 From time immemorial,2 the griot and his female counterpart, the griotte’, have used oral history/traditions to shape the heritage and identity politics of numerous West African societies. Known by a multitude of ethnic specific terms including (d)jeli (Bamana), jali (Mandinka), gesere (Soninke), jesere (Songhay), marbo (Fulbe), bendere (Mossi), genene (Dogon), marok’i (Hausa), and enad (Tuareg),3 these ‘artisans of oral history’ are born into a hereditary order, or caste, whose profession consists of the
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