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Articles 1 - 3 of 3
Full-Text Articles in African History
« Banlieue Noire » : La Question Noire Dans La Littérature Urbaine Contemporaine, Stève Puig
« Banlieue Noire » : La Question Noire Dans La Littérature Urbaine Contemporaine, Stève Puig
Présence Francophone: Revue internationale de langue et de littérature
Just as the “beur” movement started to flourish in France in the 80’s and the 90’s, a new question has emerged in French society in the last decade: the “black question”, which deals with the place of Africans and Antilleans in French society today. At the same time, a new literary genre has emerged: urban literature, which largely tackles themes related to the presence of Afro-caribbean people in metropolitan France. This article seeks to analyze three urban novels which take place in France, and more specifically how characters situate themselves regarding their Frenchness as the French government attempted to redefine …
Smart Power For Hard Problems: The Role Of Special Operation Forces Strengthening The Rule Of Law And Human Rights In Africa, Kevin H. Govern
Smart Power For Hard Problems: The Role Of Special Operation Forces Strengthening The Rule Of Law And Human Rights In Africa, Kevin H. Govern
Kevin H. Govern
This article will assess the roles and responsibilities of Special Operations Forces (SOF) within the newly created U.S. Africa Command (AFRICOM) as an active proponent of a so-called “smart power” national security strategy. In particular, it will outline the economic, political, and military challenges faced in Africa; specifically, how and why SOCAFRICA is the U.S. force of choice for promoting human rights and rule of law in Africa. With the goals of the U.S. military in mind, questions will necessarily arise as to “what success looks like” for both the U.S. and African nations, and the roles of each in …
Education And Literacy, Carol Summers
Education And Literacy, Carol Summers
History Faculty Publications
Loram's definition of education as planned by the powerful for the social construction of useful and 'good' Africans, along with his implicit concerns about bad or disruptive literate individuals, represented the views of many educationists during the colonial era. Such views, moreover, survived the end of colonial rule, re-emerging at the centre of shifting debates over how educational institutions and pedagogies should either persist or be challenged. Social utility defined education, not its specific content in reading, arithmetic, religious faith, business, or gardening. Struggles over educational planning were less over whether it was a form of social control than over …