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TEJAN-SIE, JULDEH F., Ph.D. an Exploration of Poverty And TEJAN-SIE, JULDEH F., Ph.D. An Exploration of Poverty and Underdevelopment in Sub Saharan Africa through Critical Theory, Critical Pedagogy and Post-Colonial Theory Perspectives (2018). Directed by Dr. Silvia C. Bettez. 425 pp. Poverty and underdevelopment are the predominant signifiers attached to the nations that make up Sub Saharan Africa (SSA). Indeed, popular understandings and scholarly discourses are replete with SSA being synonymous with corruption; failed states; foreign aid dependency; extensive suffering as depicted by the many brutal conflicts and wars, famine and infrastructural inadequacies – such as lack of access to education and healthcare services. The paradoxical reality is that SSA is one of the richest areas in the world in terms of its natural and human resources. Equally, however, existing bodies of literature as well as lay understandings relating to the root causes of and manifestations of poverty and underdevelopment are from varied but narrow perspectives. The purpose of this conceptual dissertation is to defend my argument that colonial and neocolonial structures and mechanisms are major contributory factors to the realities I identify above. In this way, poverty and underdevelopment in SSA are humanly constructed phenomena, and as such possibilities exist to address these conditions. I have distinguished education as an effective mechanism to enact social change in SSA, specifically within the framework of the African Union’s (AU) Agenda 2063. Therefore, I offer alternative perspectives on the poverty and underdevelopment scenario in SSA; particularly by exploring their structures and mechanisms of colonialism and neocolonialism through critical theory, critical pedagogy and post-colonial theory. I also present an expanded vision of education organic to the realities of SSA that can develop critical awareness, to essentially create a new African citizen who can function as an effective change agent for ensuring sustainable development in SSA. AN EXPLORATION OF POVERTY AND UNDERDEVELOPMENT IN SUB SAHARAN AFRICA THROUGH CRITICAL THEORY, CRITICAL PEDAGOGY AND POST-COLONIAL THEORY PERSPECTIVES by Juldeh F. Tejan-Sie A Dissertation Submitted to the Faculty of The Graduate School at The University of North Carolina at Greensboro in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Greensboro 2018 Approved by _____________________________ Committee Chair © 2018 Juldeh F. Tejan-Sie DEDICATION Praise be to God. The Lord of all the worlds. My beloved grandma – The Late Haja Abie Sanu Zubairu (Mammie). May we be reunited in Jannah by His permission and grace. Ameen. To the past, present and future generations of Sub Saharan Africans. In recognition of our intergenerational mission towards decolonizing our minds and the quest for meaningful and complete independence. ii APPROVAL PAGE This dissertation written by JULDEH F. TEJAN-SIE has been approved by the following committee of the Faculty of The Graduate School at The University of North Carolina at Greensboro. Committee Chair _____________________________________ Dr. Silvia C. Bettez Committee Members_____________________________________ Dr. Omar H. Ali _____________________________________ Dr. Jewell E. Cooper _____________________________________ Dr. Kathy A. Hytten ____________________________ Date of Acceptance by Committee __________________________ Date of Final Oral Examination iii ACKNOWLEDGEMENTS Whosoever of you sees an injustice, let them change it with their hand. If they are not able to do so, then [let them change it] with their tongue. If they are not able to do so, then with their heart, but that is the weakest of faith. [Mohamad (pbuh), the Prophet of Islam]. My parents: Baba - my first love. The man who ignited the spark for critical engagement with the world, even before I was aware of the term ‘critical’. Maina (MD) - Me mammy way born me. For instilling the importance and value of education in my young brain. Your stoic presence, unwavering love, encouragement and constant dua’as means the world. Kotor Ahmed/Dr. T. – indeed souls attract. May we remain united and be reunited. My children – Ahmad Deen, Khalid & Hawa. You finally have your Dr. Mama. Appreciate your patience and support. Lots of love. Also, to my siblings – Ja Juldeh is no longer a professional student. You too will be unable to turn off Baba’s voice. To my uhktis, I appreciate your prayers and sisterhood. May He continue to unite our hearts. All my professors at UNCG, for your contributions to furthering my critical engagement with the world. Particularly my committee members. Thank you for your interest, patience and thorough critique. Dr. Silvia Bettez (Dr. B.), my Advisor and Doctoral Chair. Your constant urging and encouragement was invaluable for maintaining my momentum until the very end. You are always appreciated. Dr. Martin Ajei, for finding time in your busy schedule to offer constructive critique and engaging in dialog on the ‘African condition’. Thank you! iv TABLE OF CONTENTS Page LIST OF FIGURES .............................................................................................................x LIST OF ABBREVIATIONS ............................................................................................ xi CHAPTER I. INTRODUCTION ..................................................................................................1 Statement of the Problem .............................................................................1 Purpose of the Study ....................................................................................8 Research Question .....................................................................................10 A Grim – but Hopeful Situation.................................................................10 Grim Realities ................................................................................10 Hopeful – The Possibilities of Education ......................................13 Critical Reflection and Positionality ..........................................................21 Background Context ..................................................................................23 Conceptualizing Sub Saharan Africa .............................................24 Strategic Essentialism ....................................................................27 Immediate Post-colonial SSA ........................................................29 The ‘Resource Curse’ ....................................................................30 The Structures of Imperialism ...................................................................34 Colonialism ....................................................................................34 Neocolonialism ..............................................................................35 Decolonization agreements ................................................35 The cold war ......................................................................35 Neoliberalism .....................................................................36 Education as a Sociocultural Mechanism ......................................38 Significance of the Study ...........................................................................39 Organization of the Study ..........................................................................45 II. BACKGROUND CONTEXT: POVERTY, UNDERDEVELOPMENT, AND THE IMPERIAL PROJECT IN SUB SAHARAN AFRICA ...............49 Introduction ................................................................................................49 Poverty and Underdevelopment – Overview .............................................50 Neocolonial Structures of the Imperial Project ..........................................53 The Uninterrupted Imperial Project in SSA ...................................54 Colonialism/Colonization ..............................................................56 Civilizing mission or ‘La Mission Civilisatrice’ ...............59 African resistance to colonial rule .....................................63 v Decolonization and Post-colonialism ............................................64 Neocolonialism ..................................................................65 Decolonization agreements ................................................67 Cold War ............................................................................68 Neoliberal globalization or globalization of neoliberalism .................................................................69 Globility, globalization and neoliberal globalization .....................................70 Neoliberalism and neoliberal globalization ...........72 Neoliberal globalization – implications for SSA..............................................................76 Neocolonial Mechanisms of the Imperial Project ......................................79 Economic Mechanisms ..................................................................79 Expropriation of land .........................................................79 Control of natural resources, markets, systems, and methods of production............................................81 Foreign aid/debt/loans ........................................................83 Structural Adjustment Programs (SAPs), Millennium Development Goals (MDGs), and Sustainable Development Goals (SDGs) ......................85 Political Mechanisms .....................................................................90 Divide and rule ...................................................................90
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