History and Politics of Sub-Saharan Africa
A.Y. 2025/2026
Learning objectives
At the end of the course, the student will have to know the different dynamics of the transition from functional peripheral institutions to the colonial "motherlands" to the independent state in Africa. In addressing the economic phenomena of post-colonial exploitation of the continent's rich resources, predominant interest in involving the African continent in international relations, till today, the student will be able to identify the emergence of adaptive or reactive political dynamics by African leaderships, as well as the social reactions from the socio-political mobilization from below for the respect of rights to the migration "exit option", mainly infra- and then inter-continental. The student will incorporate the conceptual tools necessary to understand and critically analyze the dynamics of contemporary Africa and will also have acquired a critical sense and a certain autonomy in the management of the sources of this complex subject.
Expected learning outcomes
The aim of the interview is to evaluate the methodological and critical skills acquired by the students. In particular, the ability to use literature and to reason on the debates in progress and on those developed during the lessons will be evaluated. Participating students are encouraged to replace the cases required for the II Teaching Unit with a presentation on any topic related to the theme of the course and the period after independence, on a bibliography agreed in advance with the teacher, to be presented and discussed with the teacher and with the class during one of the last 5 lessons.
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 / The first phase of the first teaching unit aims to reach a common level of basic knowledge of African history (5 lessons). In the second phase, with the help of some essays shared with the class, the colonial impact on the concept of modernity and development will be discussed with particular attention to the use of natural resources during colonial and decolonization processes (5 lessons).
II DU / The first phase of the second teaching unit consists in the analysis of the transition from decolonization to the development of sub-Saharan Africa, including the intriguing challenge of the so-called "decolonization of the mind" and knowledge (5 lessons); the second phase consists in the discussion of the hypotheses of neocolonialism and/or developmentism following independence, Proposals for presentations by attending students between national policies, democratizations and resource management will be highly appreciated (5 lessons)
AAA: BA Erasmus students have a different programme (see reference materials).
II DU / The first phase of the second teaching unit consists in the analysis of the transition from decolonization to the development of sub-Saharan Africa, including the intriguing challenge of the so-called "decolonization of the mind" and knowledge (5 lessons); the second phase consists in the discussion of the hypotheses of neocolonialism and/or developmentism following independence, Proposals for presentations by attending students between national policies, democratizations and resource management will be highly appreciated (5 lessons)
AAA: BA Erasmus students have a different programme (see reference materials).
Prerequisites for admission
It is recommended, although not compulsory, to have some knowledge of modern and contemporary history and/or of the history of international relations from 1400 onwards.
Teaching methods
Taught class; discussion after readings about some specific case studies to be compared; movie projection and debates. Lessons can be shared in collaboration with experts, if available, during the course period. Forums following the projection of films and documentaries, posted on the MyAriel course website, are part of the evaluation for attending students.
Teaching Resources
· Slides related to the lessons are shared on the website: https://myariel.unimi.it/course/view.php?id=6944 (ONLY FOR ATTENDING STUDENTS).
In the Ministry of Foreign Affairs:
· R. J. Reid (2019), A HISTORY OF MODERN AFRICA: 1800 TO THE PRESENT, Wiley-Blackwell 2nd Edition
· F. Cooper (2019), AFRICA SINCE 1940: THE PAST OF THE PRESENT, 2nd Ed., Cambridge U.P.
· Use of maps highly recommended
II UD:
· Attending students can make a presentation based on materials selected in agreement with the teacher.
· The other attending students will bring 3 chapters of one or several of the following volumes:
· M. Mamdani, (2020) NEITHER SETTLER NOR NATIVE: The Making and Unmaking of Permanent Minorities, Harvard University Press
· M. Mamdani (1996) CITIZEN AND SUBJECT. CONTEMPORARY AFRICA AND THE LEGACY OF LATE COLONIALISM, Princeton University Press
· E. Hunter (eds.) (2016) CITIZENSHIP, BELONGING, AND POLITICAL COMMUNITY IN AFRICA: DIALOGUES BETWEEN PAST AND PRESENT, Ohio University Press.
· N. Cheeseman and J. Fisher (2020) AUTHORITARIAN AFRICA, African World Histories
· Non-attending students will bring 5 chapters related to Africa from one or more of the aforementioned volumes.
Bibliography for Erasmus BA students:
·I UD Slides of the course (only for attending students)
· Reid R. J. (2019), A HISTORY OF MODERN AFRICA: 1800 TO THE PRESENT, Wiley-Blackwell 2nd Edition
· M. Mamdani, (2020) NEITHER SETTLER NOR NATIVE: The Making and Unmaking of Permanent Minorities, Harvard University Press (3 essays for attending students, 5 for non-attending students).
In the Ministry of Foreign Affairs:
· R. J. Reid (2019), A HISTORY OF MODERN AFRICA: 1800 TO THE PRESENT, Wiley-Blackwell 2nd Edition
· F. Cooper (2019), AFRICA SINCE 1940: THE PAST OF THE PRESENT, 2nd Ed., Cambridge U.P.
· Use of maps highly recommended
II UD:
· Attending students can make a presentation based on materials selected in agreement with the teacher.
· The other attending students will bring 3 chapters of one or several of the following volumes:
· M. Mamdani, (2020) NEITHER SETTLER NOR NATIVE: The Making and Unmaking of Permanent Minorities, Harvard University Press
· M. Mamdani (1996) CITIZEN AND SUBJECT. CONTEMPORARY AFRICA AND THE LEGACY OF LATE COLONIALISM, Princeton University Press
· E. Hunter (eds.) (2016) CITIZENSHIP, BELONGING, AND POLITICAL COMMUNITY IN AFRICA: DIALOGUES BETWEEN PAST AND PRESENT, Ohio University Press.
· N. Cheeseman and J. Fisher (2020) AUTHORITARIAN AFRICA, African World Histories
· Non-attending students will bring 5 chapters related to Africa from one or more of the aforementioned volumes.
Bibliography for Erasmus BA students:
·I UD Slides of the course (only for attending students)
· Reid R. J. (2019), A HISTORY OF MODERN AFRICA: 1800 TO THE PRESENT, Wiley-Blackwell 2nd Edition
· M. Mamdani, (2020) NEITHER SETTLER NOR NATIVE: The Making and Unmaking of Permanent Minorities, Harvard University Press (3 essays for attending students, 5 for non-attending students).
Assessment methods and Criteria
NON-ATTENDING STUDENTS have a greater bibliographic load to compensate for the attendance of the course and related teaching materials exclusively required of attending students. The program for attending BA Erasmus students has specific characteristics (see Programs). The final evaluation consists of an oral exam of three questions. The first is free choice. It is usually based on the readings indicated in the program for the II UD, but students can choose different topics with the teacher. The other two questions concern the rest of the program (the course program run in classroom and basic texts) excluding the texts selected for the IIDU, if discussed before. For ATTENDING STUDENTS, the topic of their choice and the specific bibliography for the II teaching unit can be replaced with a presentation on any topic related to the management of resources in the post-colonial period, on an academic bibliography agreed in advance with the teacher, to be presented in the last lessons, and open to class debate. In particular, the student's ability to actively participate in class discussions will be evaluated
SPS/13 - AFRICAN HISTORY AND INSTITUTIONS - University credits: 6
Lessons: 40 hours
Professor:
Fiamingo Cristiana
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