...Discuss the Contribution of either Julius Nyerere or Kwame Nkrumah, in the promotion of Pan Africanism. Introduction Pan Africanism is an ideology and movement that encourages the solidarity of Africans world wide.It is based on the belief that unity is vital to economic, social, and political progress and aims to “unify and uplift” people of African descent. The ideology asserts that the fate of all African peoples and countries are intertwined. At its core Pan-Africanism is “a belief that African peoples, both on the continent and in the Diaspora, share not merely a common history, but a common destiny” The largest Pan-African organization is the African Union. Kwame Nkrumah “I’m not African because I was born in Africa; I’m an African because Africa’s born in me.” Kwame Nkrumah Early Life Education Kwame Nkrumah, was born in approximately 1909 in the town of Nkroful, in the Nzima region of present-day Ghana. His father was a goldsmith by trade and kept many wives, although Kwame Nkrumah was his mother’s only child. His early education was conducted at local missionary schools, and his aptitude enabled him to attend the Government Training College in Accra in 1926. At the Government Training College, Nkrumah was trained to become a teacher and graduated in 1930 (Adi, 2003: 144). He worked as a teacher for five years and although during this time period he also contemplated a move into the priesthood. In 1935 Nkrumah decided to take his studies abroad. After a shorter stint...
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...Cameron Busby 2/25/15 Prof. Peters Black Political Identity REACTION PAPER 1 “Where is the Black man’s government? Where is his King and his Kingdom? Where is his President, his Ambassador, his army; his navy, his men of big affairs?” ‘MARCUS GARVEY’ It is this poignant thought that countless Pan African people have sought to define and answer, and bring to reality throughout the Pan African movement and struggles. From Prophecy to Policy: Marcus Garvey and Evolution of Pan African Citizenship by Claudius Fergus is a historic overview of the organization and outcomes of the Pan African and African Dispora political agenda from 1600’s to the middle 2000’s culminating in the African Union and the implementation of the Sixth Union. Fergus documents the historic, worldwide, movement to end social, economic and political injustice for all African people. Fergus introduces that the focus of European colonization in the 17 th century took place in the Caribbean because of the sugar industry. Europeans needed cheap labor and sought African slave labor to be used as chattel on sugar plantations. The atrocities continued for hundreds of years when finally the nation of Jamaica and Haiti fought for the decolonization and physical freedom against exploitation. These wars took place in the late 1700’s. The knowledge of the black man physically fighting in the Caribbean is contrary to the tales of the docile American slave Dispora. Fergus also tells of the Eighty-Year’s Maroon War...
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...NATIONAL OPEN UNIVERSITY OF NIGERIA SCHOOL OF ARTS AND SOCIAL SCIENCE COURSE CODE:POL 122 COURSE TITLE:INTRODUCTION TO AFRICAN POLITICS POL 122 INTRODUCTION TO AFRICAN POLITICS COURSE GUIDE POL 122 INTRODUCTION TO AFRICAN POLITICS Course Writer/Developer Mr. Sikiru Lanre Nurudeen Department of Political Science and Conflict Resolution Al – Hikmah University, Ilorin Kwara State Course Editor Prof. M. Olarotimi Ajayi Faculty of Social Sciences Covenant University Otta Course Coordinator Mr. Abdul-Rahoof A. Bello National Open University of Nigeria ii POL 122 INTRODUCTION TO AFRICAN POLITICS NATIONAL OPEN UNIVERSITY OF NIGERIA National Open University of Nigeria Headquarters 14/16 Ahmadu Bello Way Victoria Island Lagos Abuja Office No. 5 Dar es Salaam Street Off Aminu Kano Crescent Wuse II, Abuja Nigeria e-mail: centralinfo@nou.edu.ng URL: www.nou.edu.ng Published by National Open University of Nigeria Printed 2009 ISBN: 978-058-415-3 All Rights Reserved iii POL 122 INTRODUCTION TO AFRICAN POLITICS CONTENTS PAGE Introduction ………………………………………….…………… 1 Course Aims ……………………………………………………… 1 Course Objectives ………………………………………………... 1 Working through Course……………………………………. This 2 Course Materials………………………………………………….. 2 Study Units………………………………………………………. . 2 Text books and References……………………………………….. 3 Assessment File…………………………………………………… 3 Tutor-Marked Assignment ……………………….. ……………… 4 iv POL 122 INTRODUCTION TO AFRICAN POLITICS Final Examination Grading…………………………………...
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...African Culture And Personality: Bad Social Science, Effective Social Activism, Or A Call To Reinvent Ethnology? James E. Lassiter Abstract BACKGROUND This paper surveys and assesses the writings of selected African scholars on what they regard to be pan-African culture and personality traits, and patterns and processes of African cultural adaptation (1). Suggestions are also made for reinventing the study of African social, cultural and psychological characteristics, and using such knowledge to help solve socioeconomic problems in Africa. Finally, comments are made regarding the impact of sociocultural particularism and Western individualism on the study of culture and cultural evolution. During the late 1950s and 1960s, national character and typical personality studies were broadly condemned, breathed their last gasp, and were ultimately relegated to the dustbin of bad social science. Since that time, various African scholars outside the social sciences have nevertheless been sustaining and redirecting group personality inquiry. They are not, however, approaching their subject as did Western social scientists in the first half of this century who used questionnaire instruments to determine if Africans were "traditional" or "modern" (2). This was a particularly popular approach among Western occupational psychologists working in Africa in the 1950s and 1960s who sought to scientifically assign statistical coefficients of modernization to African populations. They did this...
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...AFRICA’S DEVELOPMENT: THE IMPERATIVES OF INDIGENOUS KNOWLEDGE AND VALUES by MARTIN ODEI AJEI submitted in accordance with the requirements for the degree of DOCTOR OF PHILOSOPHY in the subject PHILOSOPHY at the UNIVERSITY OF SOUTH AFRICA PROMOTER: PROFESSOR M. B. RAMOSE AUGUST 2007 Contents Declaration Acknowledgement List of Acronyms Key terms Summary vi vii viii x xi INTRODUCTION: DEVELOPMENT AND PHILOSOPHY i. Statement of the Problem ii. Against Economism iii. Critique of Competition iv. Poverty is Unnatural v. Thesis Statement vi. Methodology vii. Structure of Dissertation 1 1 1 5 6 9 10 15 CHAPTER ONE: DIMENSIONS OF DEVELOPMENT AND THEIR INFLUENCE ON AFRICA 1.1. What is Development 1.2. Development and Economic Growth 1.3. Schools of Development Thought and their Influence in Africa 1.3.1. The Modernization School and its Essential Claims 1.3.1.1. Growth Theory under Economic Liberalism 1.3.1.2. Evolutionary Theory 1.3.1.3. Functionalist Theory 1.3.1.4. Common Assumptions and Methodology 1.3.1.5 The Influence of Modernization on Development Practice in Africa 1.3.1.6. Critique of Modernization 1.3.2 Dependency Theory and its Essential Claims 21 21 25 27 27 28 29 30 32 34 36 39 i 1.3.3. The Theoretical Heritage of Dependency Theory 1.3.3.1. Structuralist Economics and the ‘Prebisch Thesis’ 1.3.3.2. Marxism 1.3.4. Common Assumptions of Dependency Theory 1.3.5. Criticisms of Dependency Theory 1.3.6. The Influence of Dependency Theory on African Development Practice...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...Rastafari This page intentionally left blank Rastafari From Outcasts to Culture Bearers Ennis Barrington Edmonds 2003 198 Madison Avenue, New York, New York 10016 Oxford University Press is a department of the University of Oxford It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Auckland Bangkok Buenos Aires Cape Town Chennai Dar es Salaam Delhi Hong Kong Istanbul Karachi Kolkata Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi São Paulo Shanghai Taipei Tokyo Toronto Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries Copyright © 2003 by Ennis Barrington Edmonds The moral rights of the authors have been asserted Database right Oxford University Press (maker) All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above You must not circulate this book in any other binding or cover and you must impose this same condition on any acquirer Library of Congress Cataloging-in-Publication Data Edmonds...
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