Suicideality in Contemporary African Diaspora Fiction

Total Page:16

File Type:pdf, Size:1020Kb

Suicideality in Contemporary African Diaspora Fiction “ONE FOOT ON THE OTHER SIDE”: SUICIDEALITY IN CONTEMPORARY AFRICAN DIASPORA FICTION A Dissertation presented to the Faculty of the Graduate School at the University of Missouri-Columbia In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy By KATELYN HARLIN Dr. Christopher N. Okonkwo, Dissertation Supervisor July, 2020 The undersigned, appointed by the Dean of the Graduate School, have examined the dissertation entitled “ONE FOOT ON THE OTHER SIDE”: SUICIDEALITY IN CONTEMPORARY AFRICAN DIASPORA FICTION Presented by Katelyn Harlin, A candidate for the degree Doctor of Philosophy, And hereby certify that, in their opinion, it is worthy of acceptance. ________________________________________________________ Professor Christopher N. Okonkwo ________________________________________________________ Professor Sheri-Marie Harrison ________________________________________________________ Professor Karen Piper ________________________________________________________ Professor Christina Carney ACKNOWLEDGEMENTS Writing this dissertation has been among the most rewarding experiences of my life, and I am grateful to more people than can be possible named. First, thank you to Chris Okonkwo, for seeing in me a student and a scholar worthy of such attentive guidance over the course of seven years. Some of the most important thoughts and ideas I’ve ever had came to me in Tate 324. I will need a video of you silently widening your eyes and pointing at me to watch every time I have a break-through. Sheri Harrison, thank you for being a mentor to me, and for helping me get out of my own way whenever possible. You have modeled for me the kind of academic I hope to be: rigorous, generous, tenacious, well-rounded, diligent. And you taught me to probe that which makes me angry, confused, or uncomfortable. I have been incredible lucky to benefit from the guidance of so many faculty members throughout my time completing my MA and PhD at MU. Thanks especially to my other committee members, Christina Carney, who always has the exact book I need to read right at the front of her mind, and Karen Piper for helping me to engage rigorously with Postcolonial theory and do Frantz Fanon justice. I am also grateful to MU faculty members Becca Hayes, Steve Karian, Sam Cohen, Emma Lipton, Johanna Kramer, and Andy Hoberek for helping me to navigate the treacherous terrain of the final years of the PhD: dissertations, first publications, and the job market. In 2018 I was lucky enough to travel to Lagos, Nigeria for the Aké Book & Arts festival, and that trip has stayed with me and introduced me to people and books that continue to shape my work. Thank you to the John D. Bies Graduate Scholarship from ii MU for making that trip possible, as well as Ayatola, Tolu, and everyone else I met in Lagos. This project and my new faculty position would not have been possible without the community of colleagues and friends I have made in Columbia, MO. I am especially grateful to my ADS family, Tofunmi and Elorm, as well as my dear friends Jen, Charlene, Leanna, Steven, and Drew for helping me in the ways they were most able: encouragement, brunch, book recommendations, gossip, movie nights, etc. The group chats and the Zoom dates have been literal lifesavers in these past few COVID-19 months. Carli Sinclair, who has been my dedicated writing partner for going on 4 years, is perhaps the person most responsible for actually getting me and my dissertation over this finish line. Her warmth, dedication, dependability, and unrelenting support have meant so much to me over these past years. So much of my best work so far has been done across the table from Carli at Uprise Bakery. Thank you to Elise Broaddus for being my person throughout this graduate school gauntlet. No accomplishment feels real until we split a bottle of house red at RagTag. I genuinely don’t know if I would have made it through this program without you. Sorry for being maudlin. Finally, I am so, so thankful to my entire family. Neither my parents Paul and Deborah, my brother Jim, nor my husband David ever once questioned why on Earth I wanted to get a PhD in literature. Thank you for carrying this heavy dream with me. Put your feet up—we made it! iii TABLE OF CONTENTS Acknowledgments…………………………………………………………………….......ii Introduction……………………………………………………………………………….1 Chapter 1: Beginning at the End of the World…………………………………………..39 Chapter 2: Walk, Swim, Leap. …………..………………………………………..……..68 Chapter 3: Wombs and Bombs…………………………………….……………..…….100 Chapter 4: West-African Spiritual-Realism ……………………………………………138 Conclusion……………………………………………………………………………...177 Works Cited…………………………………………………………………………….183 Vita……………………………………………………………………………………...190 iv Introduction When this dissertation first began to take shape, it was in response to a period of wide reading of African diaspora fiction—my comprehensive exam preparations-- wherein I began noticing the sheer number of suicides I was encountering. After some preliminary research, I was further struck by how little criticism confronted this literary trope in African diaspora texts. In the beginning, I assumed that this phenomenon was the manifestation of the contemporary focus on mental health and mental illness, which while largely a product of Western medicine, neoliberal discourses of self-reliance and Capitalist “self-care” branding, has certainly been circulating globally for a number of years now. Thus, I expected this dissertation to be a discussion of Africana writers’ efforts to resist, revise, combine or consolidate these discourses with the cultural, political, and ontological concerns of Blackness, ultimately offering a new, more Africanized method of thinking through mental health and mental illness. In some ways, this proved true; in particular, I believe this is evident and legible through the Ògbánje and àbíkú fiction discussed in chapter four of this dissertation. However, over time this project outgrew that framework, and efforts to link Black literary suicides to the real- world experiences of suicidality and mental illness became at best, specious, and at worst pathologizing. Thus, with mere months before my planned defense, I reconceived of what the work of this project actually is. The primary points that I hope this project makes are as follows: 1. Suicide is a foundational and constitutive trope of what we might call Anglophone African diaspora literatures. 1 2. Suicide in these texts is experienced on the level of community: by their nature, these suicides subordinate the individual’s “right” to life to the collective’s hopes for survival. 3. These representations of suicide reflect an Afrocentric, nonlinear conception of time and space. Often, suicides occur because of the belief that another simultaneous reality exists and is accessible through the death of the body. 4. Western, neoliberal tropes of the individual as improvable and perhaps even perfectible through introspection and work have throughout the 60-year scope of this project put pressure on the Afro-centric, collective literary meaning of suicides. 5. Contemporary African diasporic fiction is marked by its willingness to engage with 3 and 4 simultaneously, as ideas that are in tension, but not conflict, and which therefore do not require resolution. 6. Ultimately, African literature operating under what I term suicideality offers radical political potential because it constructs modes of collaboration and coalition across boundaries, especially boundaries between life and death/living and dead. Therefore, rather than significant emphasis on the sociological or medical discourses of suicide, this project will be focused on interrogating the imaginative act of suicide and its implications within African diaspora literature; particularly, I am interested in the ways the imaginative act of suicide articulates ontology, space-time, and the body. Therefore, I will draw from Black psychology as well as literary theory, political manifestos, Black Atlantic theories and Black feminist theories of assemblage. 2 Concept Definition: Suicideality In Contemplating Suicide (1995), Gavin J. Fairbairn discusses the definitional problem of suicide; in particular, he points out that traditional definitions of suicide are “retrospective”, they require a successful completion of the act to fall under the category of suicide. Furthermore, these definitions place emphasis on the action of self-killing, rather on the intentions and agency of the person performing the action (70). Therefore, Fairbairn proposes the revised definition of suicide as “an act, whether of commission or omission, and whether performed by himself or others, by means of which one autonomously intends and wishes to bring about his death because he wants to die or wants to die the death he enacts” (84). Several aspects of this definition are significant: first, the word “omission” provides room for us to conceive of suicide through neglect; to die by suicide from, for example, starving oneself becomes possible through this definition. It also allows the actual killing to be enacted by someone else; for example, a person who intentionally acts in order to provoke a police officer to shoot and kill him can be said to have committed suicide by this definition. Finally, the qualification that the actor may not want to die generally, but to die a particular kind of “death he enacts” allows for the possibility that a person who would not be considered “suicidal”, clinically or otherwise, may still wish to perform a particular
Recommended publications
  • African Studies Association 59Th Annual Meeting
    AFRICAN STUDIES ASSOCIATION 59TH ANNUAL MEETING IMAGINING AFRICA AT THE CENTER: BRIDGING SCHOLARSHIP, POLICY, AND REPRESENTATION IN AFRICAN STUDIES December 1 - 3, 2016 Marriott Wardman Park Hotel, Washington, D.C. PROGRAM COMMITTEE CHAIRS: Benjamin N. Lawrance, Rochester Institute of Technology William G. Moseley, Macalester College LOCAL ARRANGEMENTS COMMITTEE CHAIRS: Eve Ferguson, Library of Congress Alem Hailu, Howard University Carl LeVan, American University 1 ASA OFFICERS President: Dorothy Hodgson, Rutgers University Vice President: Anne Pitcher, University of Michigan Past President: Toyin Falola, University of Texas-Austin Treasurer: Kathleen Sheldon, University of California, Los Angeles BOARD OF DIRECTORS Aderonke Adesola Adesanya, James Madison University Ousseina Alidou, Rutgers University Souleymane Bachir Diagne, Columbia University Brenda Chalfin, University of Florida Mary Jane Deeb, Library of Congress Peter Lewis, Johns Hopkins University Peter Little, Emory University Timothy Longman, Boston University Jennifer Yanco, Boston University ASA SECRETARIAT Suzanne Baazet, Executive Director Kathryn Salucka, Program Manager Renée DeLancey, Program Manager Mark Fiala, Financial Manager Sonja Madison, Executive Assistant EDITORS OF ASA PUBLICATIONS African Studies Review: Elliot Fratkin, Smith College Sean Redding, Amherst College John Lemly, Mount Holyoke College Richard Waller, Bucknell University Kenneth Harrow, Michigan State University Cajetan Iheka, University of Alabama History in Africa: Jan Jansen, Institute of Cultural
    [Show full text]
  • The Mediating Role of Attachment and Mentalising in the Relationship Between Childhood Trauma, Self-Harm and Suicidality
    The mediating role of attachment and mentalising in the relationship between childhood trauma, self-harm and suicidality Maria Stagakia*, Tobias Nolteb,c, Janet Feigenbaumd, Brooks King-Casase, Terry Lohrenze, Peter Fonagyc,d, Personality and Mood Disorder Research Consortium, P. Read Montagueb,e,f,g a Division of Psychiatry, University College London, London, United Kingdom b Wellcome Trust Centre for Neuroimaging, University College London, London, United Kingdom c Anna Freud National Centre for Children and Families, London, United Kingdom d Research Department of Clinical, Educational and Health Psychology, University College London, London, United Kingdom e Fralin Biomedical Research Institute, Virginia Tech, Department of Psychology, Virginia Tech, Roanoke, VA f Department of Physics, Virginia Tech, Blacksburg, VA g Department of Psychiatry and Behavioral Medicine, Virginia Tech Carilion School of Medicine, Virginia Tech, Roanoke, VA *Corresponding author: Present address: Division of Psychology and Language Sciences, University College London, 26 Bedford Way, Bloomsbury, WC1H 0AP, London, United Kingdom E-mail address: [email protected] Abstract Although the relationship between childhood trauma, self-harm and suicidality is well- established, less is known about the mediating mechanisms explaining it. Based on a developmental mentalisation-based theoretical framework, childhood adversity compromises mentalising ability and attachment security, which in turn increase vulnerability to later stressors in adulthood. This study aimed, thus, to investigate the role of attachment and mentalising as potential mechanisms in this relationship. In a cross-sectional design, 907 adults from clinical and community settings completed self-report questionnaires on retrospectively rated childhood trauma, and current attachment to the romantic partner, mentalising, self-harm, suicidal ideation and attempt.
    [Show full text]
  • Representing Roman Female Suicide. Phd Thesis
    GUILT, REDEMPTION AND RECEPTION: REPRESENTING ROMAN FEMALE SUICIDE ELEANOR RUTH GLENDINNING, BA (Hons) MA Thesis submitted to the University of Nottingham for the degree of Doctor of Philosophy DECEMBER 2011 Abstract This thesis examines representations of Roman female suicide in a variety of genres and periods from the history and poetry of the Augustan age (especially Livy, Ovid, Horace, Propertius and Vergil), through the drama and history of the early Principate (particularly Seneca and Tacitus), to some of the Church fathers (Tertullian, Jerome and Augustine) and martyr acts of Late Antiquity. The thesis explores how the highly ambiguous and provocative act of female suicide was developed, adapted and reformulated in historical, poetic, dramatic and political narratives. The writers of antiquity continually appropriated this controversial motif in order to comment on and evoke debates about issues relating to the moral, social and political concerns of their day: the ethics of a voluntary death, attitudes towards female sexuality, the uses and abuses of power, and traditionally expected female behaviour. In different literary contexts, and in different periods of Roman history, writers and thinkers engaged in this same intellectual exercise by utilising the suicidal female figure in their works. ii Acknowledgments I would like to thank the Arts and Humanities Research Council for providing the financial assistance necessary for me to carry out this research. The Roman Society also awarded a bursary that allowed me to undertake research at the Fondation Hardt pour I'etude de I'antiquite classique, in Geneva, Switzerland (June 2009). I am also grateful for the CAS Gender Histories bursary award which aided me while making revisions to the original thesis.
    [Show full text]
  • Atlantic Slavery and the Making of the Modern World Wenner-Gren Symposium Supplement 22
    T HE WENNER-GREN SYMPOSIUM SERIES CURRENT ANTHROPOLOGY A TLANTIC SLAVERY AND THE MAKING OF THE MODERN WORLD I BRAHIMA THIAW AND DEBORAH L. MACK, GUEST EDITORS A tlantic Slavery and the Making of the Modern World: Wenner-Gren Symposium Supplement 22 Atlantic Slavery and the Making of the Modern World: Experiences, Representations, and Legacies An Introduction to Supplement 22 Atlantic Slavery and the Rise of the Capitalist Global Economy V The Slavery Business and the Making of “Race” in Britain OLUME 61 and the Caribbean Archaeology under the Blinding Light of Race OCTOBER 2020 VOLUME SUPPLEMENT 61 22 From Country Marks to DNA Markers: The Genomic Turn S UPPLEMENT 22 in the Reconstruction of African Identities Diasporic Citizenship under Debate: Law, Body, and Soul Slavery, Anthropological Knowledge, and the Racialization of Africans Sovereignty after Slavery: Universal Liberty and the Practice of Authority in Postrevolutionary Haiti O CTOBER 2020 From the Transatlantic Slave Trade to Contemporary Ethnoracial Law in Multicultural Ecuador: The “Changing Same” of Anti-Black Racism as Revealed by Two Lawsuits Filed by Afrodescendants Serving Status on the Gambia River Before and After Abolition The Problem: Religion within the World of Slaves The Crying Child: On Colonial Archives, Digitization, and Ethics of Care in the Cultural Commons A “tone of voice peculiar to New-England”: Fugitive Slave Advertisements and the Heterogeneity of Enslaved People of African Descent in Eighteenth-Century Quebec Valongo: An Uncomfortable Legacy Raising
    [Show full text]
  • Suicide in Literature: How Opening the Conversation in Classrooms Could Save Lives Paige Mckinley Sacred Heart University
    Sacred Heart University DigitalCommons@SHU Academic Festival Apr 20th, 1:00 PM - 3:00 PM Suicide in Literature: How Opening the Conversation in Classrooms Could Save Lives Paige McKinley Sacred Heart University Follow this and additional works at: https://digitalcommons.sacredheart.edu/acadfest McKinley, Paige, "Suicide in Literature: How Opening the Conversation in Classrooms Could Save Lives" (2018). Academic Festival. 138. https://digitalcommons.sacredheart.edu/acadfest/2018/all/138 This Poster is brought to you for free and open access by DigitalCommons@SHU. It has been accepted for inclusion in Academic Festival by an authorized administrator of DigitalCommons@SHU. For more information, please contact [email protected], [email protected]. McKinley: Suicide in Literature: How Opening the Conversation in Classrooms Suicide in Literature: How Opening the Conversation in Classrooms Could Save Lives By: Paige McKinley Sacred Heart University ABSTRACT UNIT OUTLINE MY BOOK Suicide is the second leading cause of death from ages 10-24. In the United Choice Book One Three Eighty One States, an average of over 3,470 young adults in grades 9-12 attempt 1. Students will each select a book from the list given. By: Paige McKinley suicide every day. So why is Romeo and Juliet the only literature taught in 2. They will work in book groups with other students who have selected the same book. POV: Suicidal Ideation/Suicide Attempt Survivor high school classrooms that involves suicide? The current English 3. Each book group will create a reading schedule, assigning which pages or chapters they will read for which days, to which they agree to adhere to in order to Three Eighty One chronicles Alyson Summer’s journey as a high school curriculum is severely lacking in content pertaining to modern day issues, complete the reading in a timely manner.
    [Show full text]
  • Your Summer Assignment Is a Chance for You to Read a Complex
    Your summer assignment is a chance for you to read a complex (and enjoyable) text, broaden your literary horizons, and write in response to what you are reading, hearing, and thinking. It is also a chance for me to get to know you as a reader and writer. Both parts of this assignment are due the second day of school. WHY is it important? • Keep your brain active. • Read/study a book that you could potentially use on the AP test next spring. • Practice your analysis skills without someone telling you what to think. • Annotate--like all good readers do. • Enjoy a wonderful summer read! Reading can be fun (really), and all of these are great books. TEXT—Choose one of the following: • Exit West by Mohsin Hamid • Homegoing by Yaa Gyasi • Little Fires Everywhere by Celeste Ng • There, There by Tommy Orange *You are not required to purchase your book, but you will need it the first two weeks of school. ASSIGNMENT: Read and annotate the novel. The notes you make will not only help you understand what you’re reading but will also come in handy when you work with and discuss your book with classmates. You may choose any annotation style or format that works for you: • Write notes in your book (if it’s your copy) • Use sticky notes • Keep a reading journal with your thoughts, observations, etc. • If using an e-reader, highlight and make notes (although this can be cumbersome and not as easy for discussion) WHY is it important? Good readers and writers have a broad knowledge of literature and can make connections between works.
    [Show full text]
  • Rhythm, Dance, and Resistance in the New Orleans Second Line
    UNIVERSITY OF CALIFORNIA Los Angeles “We Made It Through That Water”: Rhythm, Dance, and Resistance in the New Orleans Second Line A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Ethnomusicology by Benjamin Grant Doleac 2018 © Copyright by Benjamin Grant Doleac 2018 ABSTRACT OF THE DISSERTATION “We Made It Through That Water”: Rhythm, Dance, and Resistance in the New Orleans Second Line by Benjamin Grant Doleac Doctor of Philosophy in Ethnomusicology University of California, Los Angeles, 2018 Professor Cheryl L. Keyes, Chair The black brass band parade known as the second line has been a staple of New Orleans culture for nearly 150 years. Through more than a century of social, political and demographic upheaval, the second line has persisted as an institution in the city’s black community, with its swinging march beats and emphasis on collective improvisation eventually giving rise to jazz, funk, and a multitude of other popular genres both locally and around the world. More than any other local custom, the second line served as a crucible in which the participatory, syncretic character of black music in New Orleans took shape. While the beat of the second line reverberates far beyond the city limits today, the neighborhoods that provide the parade’s sustenance face grave challenges to their existence. Ten years after Hurricane Katrina tore up the economic and cultural fabric of New Orleans, these largely poor communities are plagued on one side by underfunded schools and internecine violence, and on the other by the rising tide of post-disaster gentrification and the redlining-in- disguise of neoliberal urban policy.
    [Show full text]
  • The Philosophical View Over Theconcept of Death In
    DJILALI LIABES UNIVERSITY- SIDI-BELABBES FACULTY OF LETTERS, LANGUAGES AND ARTS The Philosophical View over the Concept of Death in Hemingway's Novels Presented to the Faculty of Letters Languages and Arts at the University of SIDI- BELABBES in Fulfillment of the Requirements for the Degree of Doctorate in American Literature Presented by Slimane ABDELHAKEM Board of Examiners: Prof.:Bellabes OUERRAD University of Sidi Bellabes Chair Prof.Fatiha KAID BERRAHAL University of Laghouat Supervisor Prof. Abbès BAHOUS University of Mostaghanem Examiner Dr. Noureddine GUERROUDJ University of Sidi Bellabes Examiner Dr. Ghouti HAJOUI University of Tlemcen Examiner 2015/2016 Dedication To my parents And To my wife Malika ACKNOWLEDGEMENTS First and foremost I wish to thank God. Then, I have to thank my supervisor, professor. Fatiha KAID BERRAHAL in THELIDJI Amar -University-Laghouat For the continuous support of my PhD study and related research, for her patience, motivation, and immense knowledge. Her guidance helped me in all the time of research and writing of this thesis. I could not have imagined having a better advisor and mentor for my PhD study. There are no proper words to convey my deep gratitude and respect for her. She has inspired me to become an independent researcher and helped me realize the power of critical reasoning. In fact the Thesis writing process has been a long journey for me, seven years of research that would not have been possible without her belief in me. I also thank my wife and partner who supported me through this venture and for her stimulating discussions, for the sleepless nights we were working together, especially these last three months, before deadlines, and for all the fun mixed with irritability we have had in the last six years.
    [Show full text]
  • DEATH RIGHTS Romantic Suicide
    Death Rights Item Type Book Authors Koretsky, Deanna P. DOI 10.1353/book.83163 Publisher SUNY Press Rights Attribution-NonCommercial-NoDerivatives 4.0 International Download date 30/09/2021 12:51:27 Item License http://creativecommons.org/licenses/by-nc-nd/4.0/ Link to Item https://www.sunypress.edu/p-7004-death-rights.aspx DE AT H RIGHTS DE AT H RIGHTS Romantic Suicide, Race, and the Bounds of Liberalism Deanna P. Koretsky Cover art: The Suicide, Alexandre-Gabriel Decamps (French, 1803–1860), ca. 1836. Oil on canvas. The Walters Art Museum, Creative Commons. Published by State University of New York Press, Albany © 2021 State University of New York Press All rights reserved Printed in the United States of America No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or trans- mitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher. For information, contact State University of New York Press, Albany, NY www.sunypress.edu Library of Congress Cataloging-in-Publication Data Names: Koretsky, Deanna P., author. Title: Death rights : romantic suicide, race, and the bounds of liberalism / Deanna P. Koretsky. Description: Albany : State University of New York Press, [2021] | Includes bibliographical references. Identifiers: LCCN 2020028028 | ISBN 9781438482897 (hardcover) | ISBN 9781438482903 (ebook) Subjects: LCSH: Suicide in literature. | Literature and race. | Romanticism. | Liberalism in literature. | Suicide and literature. Classification: LCC PN56.S744 K67 2021 | DDC 809/.933548--dc23 LC record available at https://lccn.loc.gov/2020028028 10 9 8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8 9 10 For Jay.
    [Show full text]
  • (Incoming) Sophomore English Summer Reading List 2020 Step 1
    (Incoming) Sophomore English Summer Reading List 2020 Step 1: Choose and obtain one (1) book from the list below to read over the summer before your sophomore year. A Wild Sheep Chase by Haruki Murakami Quirky and utterly captivating, A Wild Sheep Chase is Murakami at his astounding best. An advertising executive receives a postcard from a friend and casually appropriates the image for an advertisement. What he doesn’t realize is that included in the scene is a mutant sheep with a star on its back, and in using this photo he has unwittingly captured the attention of a man who offers a menacing ultimatum: find the sheep or face dire consequences. Thus begins a surreal and elaborate quest that takes readers from Tokyo to the remote mountains of northern Japan, where the unnamed protagonist has a surprising confrontation with his demons. Americanah by Chimamanda Ngozi Adichie The bestselling novel—and one of Barack Obama’s summer reading picks—from the award-winning author of We Should All Be Feminists and Dear Ijeawele. “From one of the world’s great contemporary writers comes the story of two Nigerians making their way in the U.S. and the UK, raising universal questions of race and belonging, the overseas experience for the African diaspora, and the search for identity and a home.” —Barack Obama Nominated as one of America’s best-loved novels by PBS’s The Great American Read Ifemelu and Obinze are young and in love when they depart military-ruled Nigeria for the West. Beautiful, self-assured Ifemelu heads for America, where despite her academic success, she is forced to grapple with what it means to be black for the first time.
    [Show full text]
  • Evidence-Based Treatment for Suicidality
    Evidence-based treatment for suicidality Why include this strategy in LifeSpan? People living with mental illness are up to 30 times more likely to die by suicide than the general population 1. Although not all people who die by suicide have a mental health problem, and not all people with mental illness are affected by suicidal behaviour, access to excellent mental health treatment represents an important strategy for suicide prevention. This strategy aims to improve access to evidence-based treatments for suicidality by equipping mental health professionals with information and guidance about identifying the best treatment options and upskilling. Psychosocial therapies have been shown to significantly reduce suicidal thoughts and behaviours 2,3. Randomized controlled trails indicate that different types of behavioural therapy have shown effectiveness in certain groups of people. For instance, Cognitive Behavioural Therapy (CBT) and the Collaborative Approach to Management of Suicidality (CAMS) have shown good outcomes in adults 4,5, including military personnel 6,7. Group-, family-, and mentalisation-based therapies have shown benefits for adolescents 8-10. Mentalisation-based therapy has also shown positive results for adults with borderline personality disorder (BPD), while dialectical behaviour therapy (DBT) has shown good outcomes for both adolescents and adults with BPD 11-13. Interpersonal psychotherapy has shown positive results for adults with depression 14 and older people 15. Narrative therapy by clinicians with appropriate cultural awareness may be helpful for Aboriginal or Torres Strait Islanders 16,17, though further research is required to confirm possible benefits. Notably, improved outcomes have also been found for psychosocial treatment delivered on digital platforms.
    [Show full text]
  • Education and Boko Haram in Nigeria
    SECURITY, STRATEGY, AND ORDER APRIL 2020 FROM “WESTERN EDUCATION IS FORBIDDEN” TO THE WORLD’S DEADLIEST TERRORIST GROUP EDUCATION AND BOKO HARAM IN NIGERIA MADIHA AFZAL FROM “WESTERN EDUCATION IS FORBIDDEN” TO THE WORLD’S DEADLIEST TERRORIST GROUP EDUCATION AND BOKO HARAM IN NIGERIA MADIHA AFZAL EXECUTIVE SUMMARY Boko Haram — which translates literally to “Western education is forbidden” — has, since 2009, killed tens of thousands of people in Nigeria, and has displaced more than two million others. This paper uses an interdisciplinary approach to examine the relationship between education and Boko Haram. It consists of i) a quantitative analysis of public opinion survey data, and ii) a qualitative approach, including interviews conducted with students, education officials, journalists and practitioners in the field of countering extremism during a September 2019 field visit to Nigeria, as well as a study of textbooks and curricula and a review of the broader historical narratives in the country. Boko Haram arose in Nigeria’s northeast, which is mostly Muslim and has poor educational outcomes relative to the south. The ideology of Boko Haram’s founder, Mohammad Yusuf, explicitly attacked Western education as well as Nigeria’s democracy and its constitution. Boko Haram’s focus on education is unique among peer jihadist movements. The terrorist group did not emerge in a vacuum: Yusuf capitalized on grievances that already existed in Nigeria’s north against the country’s Western education system. These grievances rest on several factors. First, there is a lack of northern buy-in for the Nigerian state’s post-colonial, federally-imposed Westernized system of education.
    [Show full text]