Societal, Religious and Political Structures

Author(s):  
Finn Fuglestad

This chapter presents a model for the understanding of the “traditional” societies of the Slave Coast and, in fact, of most of West Africa. It explores concepts which are not prevalent in the anthropological literature, and much less so in historical literature: “owners of the land” in the ritual sense; earth-priests; water priests; “ritual control of the land”; “contrapuntal paramountcy” (very central for our purpose and explained later); “sacred kingship”; stranger-kings; ancestor worship; fertility cults, etc. These all have marked religious connotations, implying that these were so-called sacred kinship societies, and that everything had to be explained and legitimized in religious or supranatural terms.

2018 ◽  
Vol 4 (1) ◽  
pp. 186-198
Author(s):  
Mirjam de Bruijn ◽  
Jonna Both

The enduring experience of hardship, in the form of layers of various crises, can become deeply ingrained in a society, and people can come to act and react under these conditions as if they lead a normal life. This process is explored through the analytical concept of duress, which contains three elements: enduring and accumulating layers of hardship over time, the normalization of this hardship, and a form of deeply constrained agency. We argue that decisions made in duress have a significant impact on the social and political structures of society. This concept of duress is used as a lens to understand the lives of individual people and societies in Central and West Africa that have a long history of ecological, political, and social conflicts and crises.


1991 ◽  
Vol 33 (2) ◽  
pp. 225-254 ◽  
Author(s):  
R. W. Niezen

The argument that the presence or absence of widespread literacy constitutes the central criterion to distinguish “savage” from “domesticated” society, presented by Goody in a number of works (1968, 1977, 1986, 1987), makes close associations between alphabetic literacy and the growth of knowledge and between restricted literacy and traditional societies. In this essay, I will challenge these associations by presenting material from medieval Europe, in which the milieu of restricted literacy is creative, and from Muslim Africa, in which widespread literacy does not lead to criticism or the revision of basic religious tenets. Second, I will deal with some of the reasons for the vitality of Islamic reform in West Africa, concerning myself principally with the impact of Western education on village society and the response of reformers through the promotion of Arabic literacy. A consideration of Western education and acculturation is vital for an understanding of scriptural reformed Islam's appeal. The latter issue will emerge from the material to be presented, but I will deal exclusively with the literacy debate for the moment.


1991 ◽  
Vol 102 (3-4) ◽  
pp. 183-187
Author(s):  
O. T. Ogundipe ◽  
O. A. Olatunji
Keyword(s):  

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