African History and Institutions
A.Y. 2023/2024
Learning objectives
The course aims to provide students with the interpretative tools necessary to understand
1. The assumptions related to the formation of the colonial state,
2. The process of decolonization and, therefore,
3. The constituent elements of the independent state in Africa and the regional economic communities, established to face internal problems and global challenges. Those who follow the third module can deepen their focus on Southern Africa.
Those who follow the third didactic unit will be able to deepen a specific regional case study
1. The assumptions related to the formation of the colonial state,
2. The process of decolonization and, therefore,
3. The constituent elements of the independent state in Africa and the regional economic communities, established to face internal problems and global challenges. Those who follow the third module can deepen their focus on Southern Africa.
Those who follow the third didactic unit will be able to deepen a specific regional case study
Expected learning outcomes
Students should achieve an understanding of the impact caused by the Colonial course, on different African peoples with their own social, cultural and political structures in past environments. They are expected to demonstrate a certain measure of ability to recognize and articulate the diversity of human experience, including ethnicity, race, language and/or gender, articulating them in the tensions between different socio-political and economic models, by producing their own historical analyses. They should be able to range from the colonial exploitation to the bureaucratic patrimonialism of the independent states, to the competition for control, management and redistribution of the natural resources along with the global trends in Africa, and in sub-Saharan Africa in particular, on behalf of the developmental state. Such a capacity to think critically and historically when discussing the cultural conflicts and institutional stratification in the past, and their consequences in the present, has to be expected in students in their third year in a political sciences course degree.
Lesson period: Third trimester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Responsible
Lesson period
Third trimester
Course syllabus
I DU - Programmed looting of the African raw materials (starting from the human ones) in the phases of the colonial era
II DU - Continuity in looting the African resources also via the African institutional powers in the post-independence phase. The following three focuses are in alternative (minded different agreement with the professor).
Focus 1: Land policy.
Focus 2: Memory in the post-conflict dimension.
Focus 3: Political-institutional evolution of the sub-Saharan State [recommended for non-attending students].
III DU - Focus on South Africa: South Africa is experiencing a troubled season, but compelling for the scholar of political institutions. After the #RhodesMustFall movement shifted to the Decolonising knowledge request, now the quest for land redistribution, promised and never completed in almost 30 years of ANC government, are inspiring challenges for a better understanding of the complexity at stake, as 2023 marks 10 years since his death.
II DU - Continuity in looting the African resources also via the African institutional powers in the post-independence phase. The following three focuses are in alternative (minded different agreement with the professor).
Focus 1: Land policy.
Focus 2: Memory in the post-conflict dimension.
Focus 3: Political-institutional evolution of the sub-Saharan State [recommended for non-attending students].
III DU - Focus on South Africa: South Africa is experiencing a troubled season, but compelling for the scholar of political institutions. After the #RhodesMustFall movement shifted to the Decolonising knowledge request, now the quest for land redistribution, promised and never completed in almost 30 years of ANC government, are inspiring challenges for a better understanding of the complexity at stake, as 2023 marks 10 years since his death.
Prerequisites for admission
Contemporary history
Teaching methods
Teaching classes in interaction with students. The PowerPoint support that summarizes what presented in class, added to the blog "Let's build the course" on the Ariel platform (https://cfiamingosia.ariel.ctu.unimi.it/) in addition to a parallel cinema forum, aim at giving insights on selected literature, documentaries and films. The aim is to stimulate debates and give the right depth about institutional building complex courses in sub-Saharan Africa.
Whenever possible, authors of books relevant to this program will be invited.
Whenever possible, authors of books relevant to this program will be invited.
Teaching Resources
Attending students will have the slides and materials assigned in class and uploaded on the https://cfiamingosia.ariel.ctu.unimi.it/ website. Some chapters of the manual, indicated in class, will be optional. Non-attending students will have an increased program, as shown below.
I/II UD - Arrigo Pallotti, Mario Zamponi, Anna Maria Medici, L'AFRICA CONTEMPORANEA, Le Monnier Università, 2017
Case studies: Students are expected to present 3 essays, or 3 book chapters (5 for non-attending students) chosen from the following or among those contained in the suggested volumes on a specific focus selected from the following or a bibliography selected with the teacher on topics chosen by the student,
II UD - Focus 1 / Resources management politics: the land:
· Fiamingo C., "Izwe lethu". L'istanza d'esproprio senza indennizzo della terra tra aspettative di giustizia sociale e contenimento sindemico - Focus su CapeTown, in "NAD", 2(2) 2020
· Fiamingo C., "Expropriation without compensation": una lotta a lance spuntate*, in "afriche e orienti", 2. 2021
· Fiamingo, Van Aken e Ciabarri (eds.), Conflitti per la terra. accaparramento, consumo e accesso indisciplinato, Ed. Altravista, 2014
· Pallotti, Tornimbeni e Zamponi (eds.), Sviluppo rurale e povertà in africa australe. le sfide del millennio, Rubbettino Università 2016.
· Pellizzoli (ed.), La questione della terra in Mozambico fra diritti delle comunità e investimenti, «afriche e orienti» special nr. 2014
· Chinigò e Pallotti (eds.), Rural development and poverty reduction in Southern Africa: experiences from Zambia and Malawi, «afriche e orienti», special nr. 2016.
II UD - Focus 2: Memory politics:
· Fiamingo (a cura di), Culture della memoria e patrimonializzazione della memoria storica, Ed. Unicopli, Milano, 2014 (limitatamente ai saggi riguardanti l'Africa)
· Antonio Morone (a cura di), La fine del colonialismo italiano. Politica, società e memorie, Le Monnier, 2019
· Antonio Morone, Gli ultimi ascari d'Italia - Il colonialismo repubblicano, l'emigrazione dell'africa e le discriminazioni razziali (1943-1960), Le Monnier, 2022.
II UD - Focus 3: Political evolution of the sub-Saharan State
in alternative:
· Mario Zamponi, I sistemi politici dell'Africa indipendente, Carocci Ed. 2020 (parti selezionate con la docente)
· Arrigo Pallotti, Alla ricerca della democrazia. L'Africa subsahariana tra autoritarismo e sviluppo, Rubbettino, 2013 (parti selezionate con la docente)
· Alessio Iocchi, Resistenti, ribelli e terroristi nel Sahel - dall'occupazione coloniale alle crisi contemporanee (1897-2022), Carocci, 2023
· Arrigo Pallotti e Maria Stella Rognoni (a cura di) L'Africa fra vecchie e nuove potenze, «afriche e orienti» n. 1-2. 2018 e/o da
· Antonio Pezzano (a cura di), Le pratiche dello Stato in Africa: spazi sociali e politici contestati, «afriche e orienti» n. 2-3. 2016
III UD - History of Southern Africa:
· Mario Zamponi, Breve storia del Sudafrica. dalla segregazione alla democrazia, Carocci Quality paperbacks, 2009
· Arrigo Pallotti, La decolonizzazione dell'Africa Australe. Il ruolo della Tanzania, Le Monnier, 2021 (pp.105-238)
I/II UD - Arrigo Pallotti, Mario Zamponi, Anna Maria Medici, L'AFRICA CONTEMPORANEA, Le Monnier Università, 2017
Case studies: Students are expected to present 3 essays, or 3 book chapters (5 for non-attending students) chosen from the following or among those contained in the suggested volumes on a specific focus selected from the following or a bibliography selected with the teacher on topics chosen by the student,
II UD - Focus 1 / Resources management politics: the land:
· Fiamingo C., "Izwe lethu". L'istanza d'esproprio senza indennizzo della terra tra aspettative di giustizia sociale e contenimento sindemico - Focus su CapeTown, in "NAD", 2(2) 2020
· Fiamingo C., "Expropriation without compensation": una lotta a lance spuntate*, in "afriche e orienti", 2. 2021
· Fiamingo, Van Aken e Ciabarri (eds.), Conflitti per la terra. accaparramento, consumo e accesso indisciplinato, Ed. Altravista, 2014
· Pallotti, Tornimbeni e Zamponi (eds.), Sviluppo rurale e povertà in africa australe. le sfide del millennio, Rubbettino Università 2016.
· Pellizzoli (ed.), La questione della terra in Mozambico fra diritti delle comunità e investimenti, «afriche e orienti» special nr. 2014
· Chinigò e Pallotti (eds.), Rural development and poverty reduction in Southern Africa: experiences from Zambia and Malawi, «afriche e orienti», special nr. 2016.
II UD - Focus 2: Memory politics:
· Fiamingo (a cura di), Culture della memoria e patrimonializzazione della memoria storica, Ed. Unicopli, Milano, 2014 (limitatamente ai saggi riguardanti l'Africa)
· Antonio Morone (a cura di), La fine del colonialismo italiano. Politica, società e memorie, Le Monnier, 2019
· Antonio Morone, Gli ultimi ascari d'Italia - Il colonialismo repubblicano, l'emigrazione dell'africa e le discriminazioni razziali (1943-1960), Le Monnier, 2022.
II UD - Focus 3: Political evolution of the sub-Saharan State
in alternative:
· Mario Zamponi, I sistemi politici dell'Africa indipendente, Carocci Ed. 2020 (parti selezionate con la docente)
· Arrigo Pallotti, Alla ricerca della democrazia. L'Africa subsahariana tra autoritarismo e sviluppo, Rubbettino, 2013 (parti selezionate con la docente)
· Alessio Iocchi, Resistenti, ribelli e terroristi nel Sahel - dall'occupazione coloniale alle crisi contemporanee (1897-2022), Carocci, 2023
· Arrigo Pallotti e Maria Stella Rognoni (a cura di) L'Africa fra vecchie e nuove potenze, «afriche e orienti» n. 1-2. 2018 e/o da
· Antonio Pezzano (a cura di), Le pratiche dello Stato in Africa: spazi sociali e politici contestati, «afriche e orienti» n. 2-3. 2016
III UD - History of Southern Africa:
· Mario Zamponi, Breve storia del Sudafrica. dalla segregazione alla democrazia, Carocci Quality paperbacks, 2009
· Arrigo Pallotti, La decolonizzazione dell'Africa Australe. Il ruolo della Tanzania, Le Monnier, 2021 (pp.105-238)
Assessment methods and Criteria
Attending students are those who declare presence on the MsTeams platform for 70% of the lessons while attending the lessons themselves.
Non-attending students will study a larger bibliography to compensate for the studying of lessons and slides on behalf of the attending students.
The assessment is oral and consists of three questions: at the beginning, the student will pick any argument of his/her choice. He/She must demonstrate language capability to express concepts from the selected texts, by anchoring as far as possible the themes of the lessons with the main textbook and the chosen case studies among the suggested literature. The other two questions aim at ascertaining further acquired knowledge along the course. The handbook apart, attending and non-attending students can evaluate an alternative program that suits their specific interests with the professor.
In particular, it will be assessed the ability of the attending student to participate actively in class/ self-study ability, in case of non-attending students; such capacities, if combined with the achievement of a coherent framework of the topics developed during the lessons, the application of critical sense and suitable means of expression will be considered and evaluated with the maximum grading (27/30-30 cum laude).
Attendance/autonomy, if joint to a predominantly mnemonic acquisition of course contents and discontinuous language and logical skills, will be assessed in a grading range from good (24-26/30) to satisfactory (21-23/30).
Attendance/autonomy, with a minimum level of knowledge of the course contents, combined with training gaps or inadequate language and logical skills, it will get as grade 'barely passing' (18-20/30).
The absence of a minimum level of knowledge of the course contents, combined with inadequate language and logical skills and training gaps, will produce a failing grade, even despite assiduous attendance.
Non-attending students will study a larger bibliography to compensate for the studying of lessons and slides on behalf of the attending students.
The assessment is oral and consists of three questions: at the beginning, the student will pick any argument of his/her choice. He/She must demonstrate language capability to express concepts from the selected texts, by anchoring as far as possible the themes of the lessons with the main textbook and the chosen case studies among the suggested literature. The other two questions aim at ascertaining further acquired knowledge along the course. The handbook apart, attending and non-attending students can evaluate an alternative program that suits their specific interests with the professor.
In particular, it will be assessed the ability of the attending student to participate actively in class/ self-study ability, in case of non-attending students; such capacities, if combined with the achievement of a coherent framework of the topics developed during the lessons, the application of critical sense and suitable means of expression will be considered and evaluated with the maximum grading (27/30-30 cum laude).
Attendance/autonomy, if joint to a predominantly mnemonic acquisition of course contents and discontinuous language and logical skills, will be assessed in a grading range from good (24-26/30) to satisfactory (21-23/30).
Attendance/autonomy, with a minimum level of knowledge of the course contents, combined with training gaps or inadequate language and logical skills, it will get as grade 'barely passing' (18-20/30).
The absence of a minimum level of knowledge of the course contents, combined with inadequate language and logical skills and training gaps, will produce a failing grade, even despite assiduous attendance.
Modulo
SPS/13 - AFRICAN HISTORY AND INSTITUTIONS - University credits: 3
Lessons: 20 hours
Modulo
SPS/13 - AFRICAN HISTORY AND INSTITUTIONS - University credits: 3
Lessons: 20 hours
Modulo
SPS/13 - AFRICAN HISTORY AND INSTITUTIONS - University credits: 3
Lessons: 20 hours
Professor(s)
Reception:
The professor receives students at the end of the lessons or by appointment e-mailing to [email protected] to organize a Ms-Teams call or an in-presence meeting, if necessary.
Ist floor, room 10, via Conservatorio 7