African History in the United States

1967 ◽  
Vol 10 (01) ◽  
pp. 51-56
Author(s):  
Leonard M. Thompson

The growth of the study of the history of Africa south of the Sahara is an interesting example of contemporary intellectual developments. Until the mid-1950's African history was ignored by the historical profession in the United States even more completely than in Europe; and if an American historian had paused to consider why this was so, he would probably have anticipated Trevor-Roper's well-known verdict that the history of sub-Saharan Africa is undiscoverable (on the ground that it is not documented) and that, even if it were discoverable, it would be devoid of intellectual significance (on the ground that traditional African societies were barbarous and static). No professor with tenure at an American university was designated as a historian of sub-Saharan Africa; American publishers had produced very few books or articles dealing with African history, and Americans generally knew scarcely anything about it. There were, however, several pioneer activities which were on the periphery of African history. At Howard University there were long-established courses on Negro history, inspired by W. E. B. DuBois and Carter Woodson, which included some West African material, but the American historical establishment paid little attention to this work. William L. Hansberry, who lectured on precolonial African history for some years, was never given tenure by the Howard authorities and was eventually excluded from the faculty. At Northwestern University, Melville Herskovits founded a program of African Studies in 1947. He invited historians to attend the seminars conducted under the program, and he himself published a book on the kingdom of Dahomey and was interested in questions of change as well as structure in African societies. Nevertheless, Herskovits was by training and status an anthropologist, and the history department at Northwestern did not provide lecture courses or seminars on African history before 1958.

2018 ◽  
Vol 92 ◽  
pp. S155 ◽  
Author(s):  
S. Grover ◽  
M. Narasimhamurthy ◽  
R. Bhatia ◽  
C. Benn ◽  
K. Fearnhead ◽  
...  

1964 ◽  
Vol 8 (1) ◽  
pp. 6-19
Author(s):  
E. Allan Farnsworth

The Republic of Senegal has embarked upon a project to reform its private law. This fact, of itself, might not seem worthy of the attention of the legal profession in the United States, since Senegal is a country of only about 3,250,000 inhabitants, less than the population of the state of Alabama, covering only 76,000 square miles, less than the area of the state of Kansas, and having a total of exports and imports to the dollar zone of less than twelve million dollars in 1962. With twenty per cent of its population in its six largest cities of more than 30,000 inhabitants, it is the most urban, most literate, and most Europeanized of the francophonic countries of sub-Saharan Africa, but this alone would evoke little interest abroad in its attempts at law reform.


2008 ◽  
Vol 79 (2) ◽  
pp. 141-146 ◽  
Author(s):  
William M. Stauffer ◽  
Martin S. Cetron ◽  
Robert D. Newman ◽  
Mary J. Hamel ◽  
Laurence Slutsker ◽  
...  

2016 ◽  
Vol 41 (4) ◽  
pp. 469-487 ◽  
Author(s):  
Daniel K. Pryce

Focus groups help researchers obtain rich, experiential data in order to increase our sociological and psychological understanding of human interactions. In this study, I used qualitative data obtained from two focus groups, comprising 13 participants from the Ghanaian community, to understand Ghanaian immigrants’ personal experiences with and perceptions of the police in the United States. The rise in immigration from sub-Saharan Africa means that these immigrants’ views of and experiences with the police will become increasingly important to successful policing in local communities across the United States. The results of this study point to the need for U.S. police to employ procedural justice and distributive justice in their dealings with Ghanaian immigrants. These immigrants also believe that both their skin color and foreign accent pose a disadvantage when dealing with police. By addressing these concerns, the U.S. police would gain the trust and cooperation of the Ghanaian immigrant community. The policy implications of the findings are discussed.


HortScience ◽  
2007 ◽  
Vol 42 (5) ◽  
pp. 1093-1100 ◽  
Author(s):  
Paul Vossen

The true origin of the olive is not known but is speculated to be Syria or possibly sub-Saharan Africa. For more than 6000 years, the cultivated olive has developed alongside Mediterranean civilizations and is now commercially produced on more than 23 million acres (9.4 million ha) in the Mediterranean basin. New plantings also exist in California, Chile, Argentina, South Africa, and Australia. Various nonscientific selection processes created a multitude of different cultivars. Many villages in Europe, the Middle East, and North Africa feature distinct varieties. However, it is also common to see the same cultivars with different names and, in some cases, different cultivars with the same name. This is currently being sorted out with DNA identification. The olive tree requires some chilling; tolerates hot, dry conditions; does not like moisture during bloom, and actually produces better with some stress. As a result, olives were traditionally relegated to lands where little else would survive. For thousands of years olives were grown primarily for lamp oil, with little regard for culinary flavor. World production of table olives is now about 1.5 million t/year. The “California Style” black table olive is virtually unknown outside the United States, and this very mild-flavored olive is largely used on pizzas. Elsewhere, table olive recipes are as varied as the villages in the Mediterranean region. Oil styles are also varied, and most olive fruit (≈16 million t/year) is processed into oil. There are about 19 classic styles of olive oil produced in the world, primarily based on specific varieties grown in different regions. In some cases oils are made with a blend of regional varieties. Defective olive oil is common worldwide. The author discusses six of the world's most influential olive oil varieties ‘Picual’, ‘Coratina’, ‘Koroneiki’, ‘Arbequina’, ‘Frantoio’, and ‘Leccino’; covers some horticultural history of oil olive cultivation and processing; and describes the most current trends toward superhigh-density plantings and automated continuous oil processing.


Author(s):  
Sophie Dulucq

In the second half of the 19th century, French imperial expansion in the south of the Sahara led to the control of numerous African territories. The colonial rule France imposed on a diverse range of cultural groups and political entities brought with it the development of equally diverse inquiry and research methodologies. A new form of scholarship, africanisme, emerged as administrators, the military, and amateur historians alike began to gather ethnographic, linguistic, judicial, and historical information from the colonies. Initially, this knowledge was based on expertise gained in the field and reflected the pragmatic concerns of government rather than clear, scholarly, interrogation in line with specific scientific disciplines. Research was thus conducted in many directions, contributing to the emergence of the so-called colonial sciences. Studies by Europeans scholars, such as those carried out by Maurice Delafosse and Charles Monteil, focused on West Africa’s past. In so doing, the colonial context of the late 19th century reshaped the earlier orientalist scholarship tradition born during the Renaissance, which had formerly produced quality research about Africa’s past, for example, about medieval Sudanese states. This was achieved through the study of Arabic manuscripts and European travel narratives. In this respect, colonial scholarship appears to have perpetuated the orientalist legacy, but in fact, it transformed the themes, questions, and problems historians raised. In the first instance, histoire coloniale (colonial history) focused the history of European conquests and the interactions between African societies and their colonizers. Between 1890 and 1920 a network of scientists, including former colonial administrators, struggled to institutionalize colonial history in metropolitan France. Academic positions were established at the Sorbonne and the Collège de France. Meanwhile, research institutions were created in French West Africa (Afrique Occidentale Française [AOF]), French Equatorial Africa (Afrique Équatoriale Française [AEF]), and Madagascar between 1900 and the 1930s. Yet, these imperial and colonial concerns similarly coincided with the rise of what was then known as histoire indigène (native history) centered on the precolonial histories of African societies. Through this lens emerged a more accurate vision of the African past, which fundamentally challenged the common preconception that the continent had no “history.” This innovative knowledge was often co-produced by African scholars and intellectuals. After the Second World War, interest in colonial history started to wane, both from an intellectual and a scientific point of view. In its place, the history of sub-Saharan Africa gained popularity and took root in French academic institutions. Chairs of African history were created at the Sorbonne in 1961 and 1964, held by Raymond Mauny and Hubert Deschamps, respectively, and in 1961 at the École Pratique des Hautes Études, fulfilled by Henri Brunschwig. African historians, who were typically trained in France, began to challenge the existing European scholarship. As a result, some of the methods and sources that had been born in the colonial era, were adopted for use by a new generation of historians, whose careers blossomed after the independences.


2019 ◽  
Vol 16 (2) ◽  
pp. 20-27
Author(s):  
Edmun B. Richmond

In the summer of 1981, the author was engaged in pedagogicalresearch in language program development for the governments of Senegaland The Gambia. During that period, he further participated in an eight countrylanguage teaching survey throughout West, Central, and EastAfrica, under the sponsorship of the United States International CommunicationsAgency. Included in that survey was an analysis of the useof radio broadcasts as a means to teach foreign languages. This articlewill describe the language-by-radio programs in four countries, i.e.,Senegal, Burundi, Rwanda, and Kenya. Of special interest is the use ofradio to teach English.


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