History and politics of sub-saharan africa
A.A. 2018/2019
Obiettivi formativi
Obiettivi: in the Boaventura de Sousa Santos terms there is a persistent unspeakable, "abyssal line" projected by theoretical thinking in the global North that reproduces a persistent distinction between metropolitan and colonial societies. This line is an invisible, hegemonic concept outlined along the last five centuries dividing the World into the two sides of the line. The "Northern universalisms" have been based on the realities on this side of the line, leaving the other side of the line invisible. Such an exclusion - says Santos - is such that "what happens there does not compromise the universality of our ideas, ( ) because the people that live there do not count as humans in the modern understanding of humanity". So the persistent Western-centric conception of humanity is consistent with its counter-concept of sub-humanity (a set of human groups that are not fully human, be they slaves, women, indigenous peoples, migrant workers, Muslims).
Such a line is recalled in Sub-Saharan Africa, with particular emphasis in South Africa, in the extremely interesting debate on the decolonisation of knowledge underway: this is a topic involving students, teachers and intellectuals, rooted in the protest "Rhodes must fall", and connected to the old discourse "Decolonising the mind" (1967) engaged by Ngugi Wa Thiongo. This line is evident both in "developmentalist" attitudes of Sub-Saharan African (SSA) leaders, and the shocking reactions towards the integration of African immigrants in the European societies. So, such a discourse, only apparently can be limited to one Country in the extreme South of Africa. It should be framed in a wider discourse about "post-coloniality", its meaning and its transmission in the education programs on the both sides of the line, instead: deeply affected, as it is, by the permanent equation modernity=colonialism.
Challenging concepts - such as modernity, development and their sustainability - will be deepened via African sources/scholars, in historical key, to understand better the policies pursued by the postcolonial African states, in the framework of international relations and "development aid".
Such a line is recalled in Sub-Saharan Africa, with particular emphasis in South Africa, in the extremely interesting debate on the decolonisation of knowledge underway: this is a topic involving students, teachers and intellectuals, rooted in the protest "Rhodes must fall", and connected to the old discourse "Decolonising the mind" (1967) engaged by Ngugi Wa Thiongo. This line is evident both in "developmentalist" attitudes of Sub-Saharan African (SSA) leaders, and the shocking reactions towards the integration of African immigrants in the European societies. So, such a discourse, only apparently can be limited to one Country in the extreme South of Africa. It should be framed in a wider discourse about "post-coloniality", its meaning and its transmission in the education programs on the both sides of the line, instead: deeply affected, as it is, by the permanent equation modernity=colonialism.
Challenging concepts - such as modernity, development and their sustainability - will be deepened via African sources/scholars, in historical key, to understand better the policies pursued by the postcolonial African states, in the framework of international relations and "development aid".
Risultati apprendimento attesi
Non definiti
Periodo: Terzo trimestre
Modalità di valutazione: Esame
Giudizio di valutazione: voto verbalizzato in trentesimi
Corso singolo
Questo insegnamento non può essere seguito come corso singolo. Puoi trovare gli insegnamenti disponibili consultando il catalogo corsi singoli.
Programma e organizzazione didattica
Edizione unica
Responsabile
Periodo
Terzo trimestre
STUDENTI FREQUENTANTI
Programma
1st Didactic Unit:
The first didactic unit aims at reaching a common level of basic knowledge of the African History (5 lessons).
In the second stage with the help of some essays shared with the class, it will be discussed the colonial impact on the concept of modernity and development (5 lessons).
2nd Didactic Unit:
The unaccomplished emancipation: from the decolonization process to the "decolonising-the-knowledge" debate
_______________
BA Erasmus students have a different programme (see bibliography)
The first didactic unit aims at reaching a common level of basic knowledge of the African History (5 lessons).
In the second stage with the help of some essays shared with the class, it will be discussed the colonial impact on the concept of modernity and development (5 lessons).
2nd Didactic Unit:
The unaccomplished emancipation: from the decolonization process to the "decolonising-the-knowledge" debate
_______________
BA Erasmus students have a different programme (see bibliography)
Informazioni sul programma
For attending students
Ist D.U.:
The first didactic unit aims at reaching a common level of basic knowledge of the African History (5 lessons). In the second stage with the help of some essays shared with the class, it will be discussed the colonial impact on the concept of modernity and development with peculiar attention to the use of the land/natural resources during and post colonial times (5 lessons).
IInd D.U.:
The first stage of the second DU consists in the analysis of the debate of the decolonisation of the mind/knowledge (5 lessons) the second stage consists of the discussion of theses proposed by the students based upon the theme of postcoloniality applied to policies, politics and economics (5 lessons)
Ist D.U.:
The first didactic unit aims at reaching a common level of basic knowledge of the African History (5 lessons). In the second stage with the help of some essays shared with the class, it will be discussed the colonial impact on the concept of modernity and development with peculiar attention to the use of the land/natural resources during and post colonial times (5 lessons).
IInd D.U.:
The first stage of the second DU consists in the analysis of the debate of the decolonisation of the mind/knowledge (5 lessons) the second stage consists of the discussion of theses proposed by the students based upon the theme of postcoloniality applied to policies, politics and economics (5 lessons)
Propedeuticità
Contemporary history; History of International relations.
Prerequisiti
Both attending and non-attending students are required to study Reid R., A HISTORY OF MODERN AFRICA, 1800 TO THE PRESENT, 2nd Ed., Wiley Blackwell, 2012
The final assessment consists of an oral examination on the Cooper's syllabus and, on the readings indicated in class and uploaded in the website section dedicated to the course, plus three cases chosen in the Hunter's book.
Limited to the atending students it is offered the possibility to substitute the three cases with a presentation on whatever argument tied to the post-colonial theme, on a bibliography previously agreed with the lecturer.
The aim of the interview is to assess the methodological and critical skills acquired by the student. In particular, it will assess the students' ability to use literature and to reason on the debates in course and, for attending students, those developed during the classes.
The final assessment consists of an oral examination on the Cooper's syllabus and, on the readings indicated in class and uploaded in the website section dedicated to the course, plus three cases chosen in the Hunter's book.
Limited to the atending students it is offered the possibility to substitute the three cases with a presentation on whatever argument tied to the post-colonial theme, on a bibliography previously agreed with the lecturer.
The aim of the interview is to assess the methodological and critical skills acquired by the student. In particular, it will assess the students' ability to use literature and to reason on the debates in course and, for attending students, those developed during the classes.
Metodi didattici
Taught class; discussion after readings about some specific case studies to be compared; movie projection and debates
Materiale di riferimento
STUDENTI NON FREQUENTANTI
Slides of the presentation given during the lessons shared through the website: http://cfiamingohpssa.ariel.ctu.unimi.it,
- Reid R. J. (2012), A HISTORY OF MODERN AFRICA: 1800 TO THE PRESENT, Wiley-Blackwell 2nd Edition
- Cooper, F. 2002, AFRICA SINCE 1940: THE PAST OF THE PRESENT, Cambridge U.P.
Use of maps is highly recommended.
Chapters / Case-studies from:
- 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.
- Comaroff, Jean and John L. Comaroff (2012). THEORY FROM THE SOUTH: OR, HOW EUROAMERICA IS EVOLVING TOWARD AFRICA, Boulder and London: Paradigm Publishers.
Essays provided during the lessons (uploaded on the website of the course , to be discussed the second week following).
__________________
BA Erasmus students bibliography:
- Reid R. J. (2012), A HISTORY OF MODERN AFRICA: 1800 TO THE PRESENT, Wiley-Blackwell 2nd Edition
- Comaroff, Jean and John L. Comaroff (2012).THEORY FROM THE SOUTH: OR, HOW EUROAMERICA IS EVOLVING TOWARD AFRICA, Boulder and London: Paradigm Publishers.
- Reid R. J. (2012), A HISTORY OF MODERN AFRICA: 1800 TO THE PRESENT, Wiley-Blackwell 2nd Edition
- Cooper, F. 2002, AFRICA SINCE 1940: THE PAST OF THE PRESENT, Cambridge U.P.
Use of maps is highly recommended.
Chapters / Case-studies from:
- 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.
- Comaroff, Jean and John L. Comaroff (2012). THEORY FROM THE SOUTH: OR, HOW EUROAMERICA IS EVOLVING TOWARD AFRICA, Boulder and London: Paradigm Publishers.
Essays provided during the lessons (uploaded on the website of the course , to be discussed the second week following).
__________________
BA Erasmus students bibliography:
- Reid R. J. (2012), A HISTORY OF MODERN AFRICA: 1800 TO THE PRESENT, Wiley-Blackwell 2nd Edition
- Comaroff, Jean and John L. Comaroff (2012).THEORY FROM THE SOUTH: OR, HOW EUROAMERICA IS EVOLVING TOWARD AFRICA, Boulder and London: Paradigm Publishers.
Programma
1st Didactic Unit:
The first didactic unit aims at reaching a common level of basic knowledge of the African History in order to better understand the impact of the colonisation on the African continent.
2nd Didactic Unit:
The unaccomplished emancipation: from the decolonization process to the "developmentalist", neo-liberal African States.
The first didactic unit aims at reaching a common level of basic knowledge of the African History in order to better understand the impact of the colonisation on the African continent.
2nd Didactic Unit:
The unaccomplished emancipation: from the decolonization process to the "developmentalist", neo-liberal African States.
Prerequisiti
Both attending and non-attending students who didn't face the history of this continent before, are warmly recommended to read: Reid R., A HISTORY OF MODERN AFRICA, 1800 TO THE PRESENT, 2nd Ed., Wiley Blackwell, 2012
The focus is the democratisation of the SSA.
The final assessment consists of an oral examination - usually in 3 questions - on the two assigned books. The aim of the interview is to assess the ability of the students to discuss properly and with critical skills about the meaning of democractisation in Africa. The coherent presentation of a specific case will be appreciated.
The focus is the democratisation of the SSA.
The final assessment consists of an oral examination - usually in 3 questions - on the two assigned books. The aim of the interview is to assess the ability of the students to discuss properly and with critical skills about the meaning of democractisation in Africa. The coherent presentation of a specific case will be appreciated.
Materiale di riferimento
Bibliography for non attending students:
- Reid R. J. (2012), A HISTORY OF MODERN AFRICA: 1800 TO THE PRESENT, Wiley-Blackwell 2nd Edition
- Cooper, F. 2002, AFRICA SINCE 1940: THE PAST OF THE PRESENT, Cambridge U.P.
Use of maps is highly recommended.
- Cheeseman, N. 2015, DEMOCRACY IN AFRICA: SUCCESSES, FAILURES, AND THE STRUGGLE FOR POLITICAL REFORM (New Approaches to African History). Cambridge: Cambridge University Press
- Reid R. J. (2012), A HISTORY OF MODERN AFRICA: 1800 TO THE PRESENT, Wiley-Blackwell 2nd Edition
- Cooper, F. 2002, AFRICA SINCE 1940: THE PAST OF THE PRESENT, Cambridge U.P.
Use of maps is highly recommended.
- Cheeseman, N. 2015, DEMOCRACY IN AFRICA: SUCCESSES, FAILURES, AND THE STRUGGLE FOR POLITICAL REFORM (New Approaches to African History). Cambridge: Cambridge University Press
Docente/i
Ricevimento:
La docente riceve gli studenti al termine delle lezioni nel corso del III trimestre o per appuntamento anche via MsTeams, sempre previo appuntamento fissato via e-mail.
St. 10 - Piano Ammezzato Alto