To consolidate that stance, the essay will be based on the analysis of Tsitsi Dangarembga’s Nervous Conditions, Chimamanda Ngozi Adichie’s A Private Experience and Njabulo S. Ndebele’s The Prophetess. As aforementioned, Western literature sought to dehumanise the African people. It even went to the extent of reducing Africa to an abstraction which meant that Africa was not real and the inhabitants thereof. Eliminating the ‘realness” of a human entailed depriving that person of the recognition of the psychological effects and conflict that occur because of colonisation. In Nervous Conditions the
--Ngugi wa Thiong 'o, interview with Charles Cantalupo (222). The key term in this statement is the word "struggle" which is the cornerstone of Marx’s theory. Though his theories are shaped within the realm of economics, they trespassed literary innovation as a theme of a paramount pedigree. Africans as one, if not the most, effected
Decolonization a process of undoing the benefits of colonialism leads to Africanization a process through which the liberalized Africans becomes conscious to what it means to be a Black person. In South African context, these two process results in the South African society being interpreted through the lens of Marxist political economy, that is mostly concerned with the analysis of the class dynamics of homeland independence and the opportunities that this process fostered for political control and capital accumulation by new and existing elites (Letsekha,2013). The process of decolonization and Africanization also helps in the development of such theories as empowerment theory, class conflict theory and black consciousness in that these theories speaks to a common theme of the complete freedom of black people from white oppression. The different ways through which these theories contribute to decolonization and Africanization are to be further explored in detail in the essay that
Further, colonialism set into motion exploitation of nations of the global south for the benefit of nations of the global north, and even upon decolonization, with the optimistic idea of independence, imperial powers set up a system to where the decolonized nations were still dependent on them and continued the abuse of the global south nations and their resources for the economic gain, and that system sticks with us to this day. This paper will explore the impact then and now of colonialism on poverty and development in the world. To begin, colonialism created a standard that informed the genesis of different social hierarchies. This happened mainly, because colonizers set their way of living and their societies as the standard of which to reach to be developed and/or successful. For example, with colonialism came the standard of dress, which Jean Comaroff discusses, and was used to separate the cultured from the uncultured societies.
In Wizard of the Crow, Ngugi blends satire and polemic in his depiction of an African nation at crossroads in the aftermath of the white rule. Essentially a realist work, the author uses his peculiar style and language to sniff out the foul stenches of complacency towards despotism, repression of women and ethnic minorities, widespread corruption and – under girding of all these – a neocolonial system in which today’s lending banks and multinationals have supplanted yesterday’s European overlords. References are made to Ngugi’s skilful use of literary and linguistic approaches to x-ray the ideational, interpersonal and textual functions which the text fulfils as a realist literature. At the end, this paper’s main contribution is to firmly
The ideology of imperialism revolves around the need for economic gain through any means necessary. However, Conrad tries to show that the very ideology itself is detrimental to a person’s mental health throughout the first chapter of Heart of Darkness. A key example of this is the scene with the doctor at the beginning of the chapter, the doctor who is examining Marlow states that “changes take place inside” people that go to places like Africa. The doctor could be implying that individual change when they go places like Africa because of the influence of imperialism. In places like Africa an individual must adapt to the imperialistic ideology, which revolves primarily around the gain of profit.
Abstract Colonialism and modernity are topics or aspects of African history that go hand in hand where one is the consequent of the latter. Some scholars view that modernity is the aftermath of the colonial system and others argue contrary to this. Some of the raised questions to this assumption are whether or not Africa would have been at this state had colonisation not taken place, was Africa on the right path to modernity, would Africa have been one of the influential and leading continents globally? Colonialism had an impact on Africa’s political system, economy, tradition, religion and advancement to mention a few. From all this, one can see how this topic of colonialism and modernity stimulates different emotions when discussing it.
However Dei and Asgharzadeh retorts that a genuine African schooling system/curriculum must meet local (African) needs as opposed to those dictated by global market economy. The South African curriculum got rid of mother tongue languages making a foreign language English medium of instruction. The International Journal of Education (1996) propounds that indigenous knowledge and languages are declining in an increased globalized environment. For these critical facets of local society to remain a significant part of the curriculum, local groups should advocate strongly for their continued presence. August and Hakuta (1998) propounded that students learn best in their mother tongue and that as globalization forces pushes those languages away from the school house children lose both culture and learning.
Shaka chooses instead the framework of Francophone cinematographic discourse that has dominated African cinema. In my opinion, his work is a mixture of progress and retrogression in African film scholarship. Modernity and the African cinema (2004), as a publication, makes no secret of the bones it has to pick with scars inflicted by colonialism and their lingering effects on Africans who still remain vulnerable in their dealings with foreigners (Shaka 2004, 9). What Shaka proposes strongly is a conscious effort to assess traditional African institutions in a bid to understand what has continually weakened them. He carries out his research on cinema as a medium, to assess what has changed of the African reality and what still remains as the unchanging substratum.
How Julius Nyerere’s analysis about colonialism, imperialism, and independence movements can be relevant to protesters in Africa challenging despotic regimes. Julius Nyerere is regarded as one of the most influential African leaders to have served the African continent and a socialist pan Africanist who have great visions for his country, Tanzania, and then Tanganyika. to understand the origins and the context of the philosophy of education of Nyerere, it should be briefly trace his career of teacher and politician. Julius Nyerere was born in April 1922 to Butiama, to the north of the United Republic of Tanzania. He is the son of a chief zanaki.