Theory and Politics of African Decolonization
Jacob Krippvisibility
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Prior to Ghana’s independence in 1957, Africa—the world’s second largest, and second most populous, continent—was nearly completely divided into colonial possessions owned by European imperial powers. By 1968, a short decade later, forty African countries had become independent nations through violent and non-violent struggle, leaving only fascist Portugal—and a handful of settler states—with substantial African possessions. At the forefront of this political moment was a group of African leaders and thinkers whose work helped shape not only the trajectory of individual African countries but the world as a whole. It is my contention that one cannot fully understand contemporary world politics without appreciating the processes of African decolonization. Unfortunately, most of the brilliant poets, intellectuals, and movement leaders at the heart of this world-historic transformation are not widely read today, especially in the American academy. This semester we will addresses this absence by reading their work as an entrée into thinking about present-day issues of economic inequality, political violence, and human emancipation in Africa, and around the world. The course starts with an examination of colonialism’s political, economic, cultural, and epistemic legacies. We then turn to specific debates concerning how various thinkers understood the problems facing the forging of African nation-states, the creation of a postcolonial African identity, and the establishment of an independent economy.
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Decolonization in Sub-Saharan Africa
European imperial retreat from sub-Saharan Africa, usually described as decolonization, was one of the most sudden and momentous transfor-mations in the history of the modern world. It occurred in the aftermath of World War II. Although the granting of self-government was not entirely novel prior to the end of the war in 1945 given the independence of Libe-ria in 1848, South Africa in 1910, and Ethiopia in 1943, nevertheless, the post-war imperial transformation was unprecedented. Between 1945 and 1965, almost all European African colonies, except the former Portuguese territories, Zimbabwe and Namibia, regained their independence. So sudden and dramatic was the phenomenon that it has since become known as “the winds of change.” Some profound questions have contin-ued to engage scholars since the demise of European colonies in Africa. For instance, to what extent was the decolonization consciously planned and directed by imperial powers? Why did European withdrawal from Africa occur when it did – after the end of World War II? How did the various European powers approach the process of devolution of power? It is the purpose of this article to address these questions and to hazard a simplified analysis of this rather puzzling process.
Theory and Politics of African
Decolonization
Political Science
POLS 343
Fall 2023
Trinity College
Room #: SH-T308
2:55- 4:10 p.m.
Dr. Jacob Kripp
Email: [email protected]
Phone: 508-954-3735
Office Hours: Tuesday 12:00 – 2:00 p.m. in Downes Memorial Room 104 or by appointment
Introduction
Prior to Ghana’s independence in 1957, Africa—the world’s second largest, and second most
populous, continent—was nearly completely divided into colonial possessions owned by European
imperial powers. By 1968, a short decade later, forty African countries had become independent
nations through violent and non-violent struggle, leaving only fascist Portugal—and a handful of
settler states—with substantial African possessions. At the forefront of this political moment was a
group of African leaders and thinkers whose work helped shape not only the trajectory of individual
African countries but the world as a whole. It is my contention that one cannot fully understand
contemporary world politics without appreciating the processes of African decolonization.
Unfortunately, most of the brilliant poets, intellectuals, and movement leaders at the heart of this
world-historic transformation are not widely read today, especially in the American academy. This
semester we will addresses this absence by reading their work as an entrée into thinking about presentday issues of economic inequality, political violence, and human emancipation in Africa, and around
the world. The course starts with an examination of colonialism’s political, economic, cultural, and
epistemic legacies. We then turn to specific debates concerning how various thinkers understood the
problems facing the forging of African nation-states, the creation of a postcolonial African identity,
and the establishment of an independent economy.
Books to Purchase
We will be reading seven fantastic books for this class: Ferdinand Oyono’s Houseboy (Waveland
Press, 20120), Steve Biko’s I Will Write What I Like (University of Chicago Press, 2002), Aime Cesaire’s
Discourse on Colonialism (Monthly Review Press, 2000), Frantz Fanon, The Wretched of the Earth (Grove
Press, 2004), Adom Getachew’s Worldmaking After Empire: The Rise and Fall of Self-Determination
(Princeton 2019), Keeanga-Yamahtta Taylor’s From #Blacklivesmatter to Black Liberation (Haymarket
2016), and Jean-Claude Kongo and Leo Zeilig’s Thomas Sankara (HSRC Press, 2017). Please purchase
hardcopies, keeping an eye on the publisher to make sure we all have the same version. All other
readings are available on the course’s Moodle site.
1
Assignments
Students will be assessed on four written assignments as well as three different forms of class
participation (discussion questions, leading discussion, and participation/attendance).
Three Short Papers (3 x 20% = 60% of total grade)
Students will write three 5-6 page essays focusing on conceptual issues raised during the class. Two
weeks prior to the due date I will hand out a set of question prompts. Students are expected to choose
one question and answer it using the material read in class. The due dates for the papers are October
24, November 28, and December 21.
Late Paper Policy
An assignment will be marked down one third of a grade (i.e. a B+ becomes a B) if submitted prior
to due date of the next assignment. An addition third of a grade deduction will be applied for each
subsequent due dates missed.
For example, three assignments are due February 1, March 1, and April 1. A paper turned in on
February 2 (or 5 or 12 or 19) will received one third of a grade deduction. A paper turned in March
1 (or 7, or 28, etc.) will receive another deduction. A paper turned in April 1 or later will receive a
full grade deduction.
This policy applies to all work that is submitted after the end of the semester, as part of an
incomplete or NGR.
Discussion Questions (20% of total grade)
Students will be expected to submit eight sets of discussion questions over the course of the semester
[plus the assignment for Sept 13]. Students can choose any classes starting September 13 to submit
questions for. Questions must be typed and handed in during class (no exceptions). Each set of
questions will be graded on a ✔+ (100%), ✔/✔+ (90%), ✔ (80%), ✔/✔- (70%), ✔- (59%)
scale. Please do not duplicate days for discussion questions and leading class. Discussion questions
should be posted to Moodle by noon the day of class. No late questions will be accepted.
Leading Class Discussion (5% of total grade)
Each student will sign up to lead one class period. Twenty-four hours prior to class, the class leader
will email a list of discussion questions to the entire class, which will serve as the basis for class
discussion. Students will be assessed on the quality of their discussion questions and how well they
led discussion.
Class Participation & Absences (15% of total grade)
Students will begin with a 90% participation grade in the classroom. This can go up to 15% for
outstanding class contributions or it can down 15% for lack of substantive participation. Absences
will be marked down by 5% for each absence. Please email me ([email protected]) prior to class if
you will not be able to attend. Please note that if you are an active participant, this gives you some
flexibility.
Theory is, and will always be, about conversation and dialogue. This dialogue takes place between me
and you as teachers and students, between each other as fellow learners, and within ourselves, and we
unthink previously held assumptions, and reorient ourselves to the world. Participating in these
conversations in a college reading seminar can be an incredibly unique experience of collective
2
discussion. As Professor Isaac Kamola writes, “the classroom is an encounter that can prepare
students to critically understand, and engage, the world in the pursuit of more just, equitable, and
sustainable futures.” But this encounter is one that depends on each of you to put in the work prior
to entering the classroom. This means reading each text prior to class and contributing substantively
to class discussion. This is a collaborative space, one where we’ll ask questions of each other, and build
on each other’s ideas. We don’t always have to agree, but we must recognize the value of each of our
contributions to the classroom space.
Electronic Devices
There are no electronic devices allowed in the classroom space. That includes laptops and the
active use of cellphones. This may seem like a harsh policy, especially for those of us who have lived
through Zoom U. But for a reading seminar hiding behind your laptop is a distraction from engaging
with each other and the text. The electronics policy is in place to make sure that we are focused on
those things. You should bring a hardcopy of the text to every class, and I encourage you to bring a
notebook as well. Exceptions will be made for students who need accommodations or to use
electronics in the case of emergency (see below).
Student Accessibility
You do not have to disclose your disability status to request accommodations from me. I do want to
know about what kinds of accommodations will make our classroom a productive learning environment
for you, but I also want you to know that disclosure is a choice.
Disclosure isn’t limited to disability status: it may come up with respect to past trauma, gender
identity, sexuality, etc. I have a legal obligation to disclose sexual misconduct and civil rights violations to
the university, so be aware of these legal obligations. Risk is inherent in any space, but to manage that
risk in as respectful way as possible, please observe the following ground rules concerning your and
other’s disclosures:
•
•
Disclosure is a complex and personal decision, and it should be voluntary.
Disclosures are only to our classroom. Please don’t discuss that information with people
outside of our class without express permission.
This is a classroom committed to access: I have tried to anticipate as many kinds of situations as
possible, but if any changes would facilitate your greater participation, don’t hesitate to contact me.
Access works best as a community effort. If you are a student with a disability and use
accommodations, please contact the Student Accessibility Resource Center, Level A, LITC (860)
297-4206, [email protected] so that appropriate arrangements can be made.
Campus Resources
The Writing Center (https://www.trincoll.edu/writing-center/writing-center/) provides tutoring
services and several helpful resources on writing. You may schedule an appointment online or visit
the Writing Center located at 115 Vernon (the English Dept. Building) Room 109.
The Quantitative Center (https://www.trincoll.edu/quantitative-center/) provides tutoring and
support services to ensure quantitative literacy. You may schedule an appointment online or visit the
3
Quantitative Center located in the Mathematics, Engineering & Computer Science Center (MECC)
Room 172.
The Counseling and Wellness Center (https://www.trincoll.edu/counseling-wellness-center/) is
located at 135 Allen Place and offers a variety of health and wellness services. You may call (860) 2972415 to speak with a member of the staff or schedule an appointment.
The Raether Library and Information Technology Center (https://www.trincoll.edu/lits/) Help Desk
can be reached via e-mail at [email protected] or by phone at (860) 297-2007.
Weekly Reading Schedule
NOTES:
1. ** — denotes that the reading is available in the reader or on the course’s Moodle site.
2. Unmarked readings are assigned books.
Tuesday, September 5: Introductions
• Review syllabus prior to class
Thursday, September 7: Introductions
• Excerpts from Baldwin’s “Princes and Power.”
Assignment:
1) Leave one question and one comment on the GoogleDoc version of the class syllabus (link on Moodle),
2) Write a short email introducing yourself, why you’ve taken the class, and what you hope to learn over
the semester.
Please complete these two tasks by 9am, giving me a chance to review them.
SECTION I: AN INTRODUCTION TO COLONIALISM IN AFRICA
Tuesday, September 12: An Introduction to Colonialism
• **Hochschild, Adam, King Leopold’s Ghost. Boston: Mariner Books, pp. 150-166.
• ** Conrad, Joseph, Heart of Darkness, Robert Kimbrough, ed. New York: Norton, 1988, pp.
1-19.
• **Memmi, Albert. The Colonizer and the Colonized (Boston: Beacon Press, 1991), pp. 3-18.
4
Thursday, September 14: Coloniality and the Construction of Difference
• ** Achebe, Chinua, “An Image of Africa: Racism in Conrad’s Heart of Darkness” in Joseph
Conrad, Heart of Darkness, Robert Kimbrough, ed. (New York & London: WW Norton,
1988).
• **Mamdani, Mahmood, Define and Rule: Native as Political Identity (Cambridge, MA: Harvard
University Press, 2012), pp. 1-21, 26-31, 43-53, 71-84.
Tuesday, September 19: Narratives of Colonialism
• Oyono, Houseboy, pp. 1-63
Thursday, September 21: Narratives of Colonialism
• Oyono, Houseboy, pp. 64-122.
Tuesday, September 26: Decolonizing Colonial Difference
• **Robbie Shilliam, The Black Pacific: Anti-Colonial Struggles and Oceanic Connections (London:
Bloomsbury, 2015), pp. 1-33.
• Getachew, Worldmaking After Empire, pp. 1-36.
SECTION II: AN INTRODUCTION TO ANTI-COLONIALISM
Thursday, September 28: Historical Context of African Decolonization
• **Schmidt, Elizabeth, Foreign Intervention in Africa: From the Cold War to the War on Terror
(Cambridge: Cambridge University Press, 2013), pp. 1-33.
• **Frederick Cooper, Africa Since 1940: The Past of the Present (Cambridge: Cambridge
University Press, 2002), pp. 1-19, 38-65.
Tuesday, October 3: Bandung
• **Wright, Richard, The Color Curtain: A Report on the Bandung Conference. [pages TBD]
• **Vijay Prashad, The Darker Nations: A People’s History of the Third World (New York &
London: The New Press, 2007), pp. 31-50.
Thursday, October 5: Discourse on Colonialism
• Cesaire, Discourse on Colonialism, pp. 7-28, 31-64 & 74-78.
***Hand out Paper Topic***
Tuesday, Oct 10: Trinity Days [No class]
Thursday, October 12: Decolonial Feminism
• **Lorde, Audre, “The Master’s Tools Will Never Dismantle the Master’s House,” Sister
Outsider: Essays and Speeches (Berkeley, CA: Crossing Press, 2007).
5
•
•
**The Combahee River Collective, “The Combahee River Collective Statement,” in How We
Get Free: Black Feminism and the Combahee River Collective, Keeanga-Yamahtta Taylor, ed.
(Chicago: Haymarket Books, 2017), pp. 15-27.
**Angela Davis, “Reflections on the Black Woman’s Role in the Community of Slaves,”
Massachusetts Review (Vol. 13, No. ½, 1972), pp. 81-100.
Tuesday, October 17: Self-Determination and Counter-Revolution
• Getachew, Worldmaking After Empire, pp. 37-100.
Thursday, October 19: Building Institutions of Freedom
• Getachew, Worldmaking After Empire, pp. 100-141.
SECTION III: EPISTEMIC AND REVOLUTIONARY BLACKNESS
Tuesday, October 24: Race and Double Consciousness
• **Du Bois, W.E.B., “The Conservation of Races,” African Philosophy: An Anthology,
Emmanuel Chukwudi Eze (ed.) (New York: Blackwell Publishers, 1998), pp. 269-274.
• **Du Bois, W.E.B., “Of Our Spiritual Strivings,” W.E.B. Du Bois: A Reader, David Levering
Lewis, ed. (New York: Henry Holt and Company, 1995), pp. 28-33.
• **Fanon, Frantz, Black Skins, White Masks, Richard Philcox, trans. (New York: Grove Press,
2008), pp. 1-23.
***Paper #1 Due***
Thursday, October 26: Negritude
• **Senghor, Léopold Sédar, “On Negrohood: Psychology of the African Negro,” African
Philosophy: Selected Readings (Upper Saddle River, NJ: Prentice Hall, 1995), pp. 116-127.
• **Senghor, Léopold Sédar, “Negritude: A Humanism of the Twentieth Century,” Colonial
Discourse/ Post-Colonial Theory, Patrick Williams and Laura Chrisman (eds.) (New York:
Columbia University Press, 1994), pp. 27-35.
• **Fanon, Frantz, Black Skins, White Masks, Richard Philcox, trans. (New York: Grove Press,
2008), pp. 89-119.
Tuesday, October 31: Black Consciousness
• Biko, I Write What I Like, pp. 17-32, 40-53, 61-72, 87-119, 152-3.
Thursday, November 2: Decolonizing the Mind
• **Ngũgĩ wa Thiong'o, “Introduction” and “The Language of African Literature,” Decolonizing
the Mind: The Politics of Language in African Literature (Oxford & Nairboi: James
Currey/Heinemann, 2005), pp. 1-33.
6
•
**Ngũgĩ wa Thiong'o, “Return to the Roots: Language, Culture and Politics in Kenya,”
Writers in Politics: A Re-Engagement with Issues of Literature and Society (Oxford & Nairboi: James
Currey/Heinemann, 2005), pp. 53-64.
SECTION IV: NATIONALISMS AND INTERNATIONALISMS
Tuesday, November 7: Violence and the Formation of the Nation
• Fanon, Wretched of the Earth, pp. 1-62.
Thursday, November 9: The Problem of the National Bourgeoisie
• Fanon, Wretched of the Earth, pp. 97-144.
***Hand out Paper Topic***
Tuesday, November 14: Bicentennial Day [No Class]
Thursday, November 16: Burkina Faso and Thomas Sankara
• Kongo and Zeilig, Thomas Sankara, pp. 3-55.
• Sankara speeches in: Kongo and Zeilig, Thomas Sankara, pp. 59-93, 132-165.
Tuesday, November 21: Burkina Faso and Thomas Sankara
• **Watch: Thomas Sankara: The Upright Man (Shuffield, Robin, dir.), 2009.
***Thanksgiving***
SECTION V: DECOLONIZING THE ECONOMY
Tuesday, November 28: Underdevelopment
• **Rodney, Walter, How Europe Underdeveloped Africa (Washington, D.C.: Howard University
Press, 1982), pp. 3-29.
• **Gunder Frank, Andre, “The Development of Underdevelopment,” Monthly Review 18(4),
September 1966, pp. 17-31.
• **Sankara, Thomas, “A United Front Against Debt,” Thomas Sankara Speaks: The Burkina
Faso Revolution 1983-1987 (New York: Pathfinder Press, 2007), pp. 373-381.
***Paper #2 Due***
Thursday, November 30: African Socialism
• **Senghor, Léopold Sédar, On African Socialism, Mercer Cook (trans.) (New York: Frederick
A. Praeger, 1964), pp. 3-6, 67-103.
7
•
**Nyerere, Julius, Ujamaa: Essays on Socialism (London: Oxford University Press, 1968), pp. 143 & 145-177.
Tuesday, December 5: The New International Economic Order
• Getachew, Worldmaking After Empire, pp. 142-181.
• **Watch: Bamako (Abderrahmane Sissako, dir.), 2006.
***Hand out Paper Topic***
CONCLUSIONS: AFRICAN ANTICOLONIALISM TODAY?
Thursday, December 7: Black Lives Matter
• Taylor, From #Blacklivesmatter to Black Liberation, pp. 1-73.
Tuesday, December 12: Black Lives Matter
• Taylor, From #Blacklivesmatter to Black Liberation, pp. 153-219.
***Final Paper due by Thursday, December 21st***
8
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