Death Shall Not Find Us Thinking That We Die

Sertima, Ivan Van

doi:10.3917/presa.149.0321

Cited by 5 publications

(3 citation statements)

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“…This Gobineau doctrine is not speculative but historical. 2 Cheikh Anta Diop the 'major revisionist historian' (Sertima 1986: 8) rewrites our memory to reverse the doctrine and its consequences. Diop's self-confessed mission is to reclaim 'the memory of humanity concerning the past of Black people, which their recent slavery had rendered amnesic' (Diop 1986: 162):…”

Section: Whiteness As Femme Fatalementioning

confidence: 98%

Rewriting memory: ideology of difference in the desire and demand for whiteness

Molande

2008

European Journal of American Culture

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This article argues that reclamation of the memory of Blacks is the starting point in the liberation of the race. The more Africa is made to remember her place as The Wretched of the Earth, the more she is interpellated to stay in that differentiated space. That space ensures that the African is policed to follow the West. The African's sense of how he is remembered and known in that unlovable memory creates a desire for Whiteness which in/forms the (unconscious) cultural logic of the African. This is a fatal desire though. What this article uniquely asserts is that the notions of development, democracy, modernisation and globalisation reinforce this fatal desire. The article insists that trans-Atlantic slavery and colonialism were offshoots of a spirit that continues to differentiate, police and dominate the African trapped into unthinking a destiny other than Whiteness/the West. It posits difference as an ideology and a function of power. However, the onus and power to liberate Africa remain with Africans themselves more than anyone else. The article finally calls for an overthrow of a Structuralism where differentiation of the Black race finds its hotbed. It declares the seemingly innocent discourses of tourism as racist and cautions the postcolonial novel to be wary of partaking in the imprisoning of African liberty. It indeed reproves the wellmeaning African writers who fight to liberate Africa while continuing to interpellate her as The Wretched of the Earth. The argument rests on the belief that most of the solutions proffered to heal the wounds of slavery and colonialism tackle consequences more than the cause unless we earnestly rewrite the memory of humanity through a liberation education.'It is not what you call me, but what I answer to that matters most'. Let us begin by remembering this African proverb. Yet, that proverbial calling can be the un/making of memory and the provocation of fatal desire. Memory is, intricate, delicate and as politically essential as Ngugi (2003: 51) puts it: ' A people without memory are in danger of losing their soul'. How do we then explain and reclaim the un/making of African memory as a space of emancipation long after the abolition of slavery and the end of colonialism?The world still remembers (us) Blacks as a race once enslaved and liberated, colonised and freed yet still in need of all kind emancipation. Africa is remembered as The Wretched of the Earth -the poor, the HIV and AIDS stricken, and the ill-governed despite our long flight to freedom. Those 173 Keywords memory reclamation difference desire Whiteness cultural logic interpellation EJAC 27 (3) [173][174][175][176][177][178][179][180][181][182][183][184][185][186][187][188][189][190]

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Section: Whiteness As Femme Fatalementioning

confidence: 98%

Rewriting memory: ideology of difference in the desire and demand for whiteness

Molande

2008

European Journal of American Culture

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“…While Kemet (ancient Egypt) has received enormous attention largely because of its location, legacy and impact on other jurisdictions, African history and achievements that extend beyond Kemet are rarely divulged. This paper deliberately ignores Kemet, not because of the confusions created about the ethnicity of these ancient people (see Diop, 1974; Van‐Sertima, 1989) but to demonstrate that equally sophisticated and remarkable scientific and technological inventions occurred elsewhere on the continent.…”

Section: Re‐member‐ing the Pastmentioning

confidence: 99%

“African magic” or “African science”: Issues of technology in African higher education

Amuzu

2023

Brit J Educational Tech

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African ideas, science, technology, scholarship and worldviews have been disproportionately displaced and marginalized in relevant global dialogues. In academic circles, African methods of knowing have been questioned, undervalued, mocked, misconstrued, and disregarded, causing apprehension. These negative attitudes are internalized via the educational system, stifling agency and conditioning African learners to rely on technology from outside sources, resulting in the exteriorization of innovation and creativity. African inventiveness becomes “African magic” with no real desire to interrogate, explain, or grasp its basic mechanics. This article contends that technology and creative imaginations exist in African societies. The task, however, remains the exploration and integration of African knowledge systems into higher education. The study aims to demonstrate how the interaction of two components of traditional African education—a sense of community and informal learning—could assist in the embrace, facilitation, and mainstreaming of marginalized African technologies. Although the paper may appear eclectic, it is intended to conscientiously push the paradigm that technology has been integral to African education. Regardless of Africa's technical challenges, salvation does not lie in excessive external reliance but rather in investing and building on Indigenous African knowledges/practices in order to establish an African technological identity. Practitioner notesWhat is already known about this topic: African dependency on foreign technology. Lack of interest in African science and technology. Lack of African technological identity. Low technology penetration in African higher education. What this paper adds: The need to explore African science and technology. Mind‐set change towards African science and technology. Mainstreaming African achievements in science and technology. Implications for practice and/or policy: Indigenization of science and technology. Indigenous empowerment. Exploring alternate ways of knowing. Changing perspectives on science and technology.

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“…He formed three political parties (in 1960, 1964, and 1976) and was arrested and jailed for forming the first two. He says that he almost died in prison during one of these terms ( Van Sertima, 1987). Finally, he saw a federation of African states as a necessity.…”

Section: Cheikh Anta Diopmentioning

confidence: 99%

Agents of Knowledge and Action

Zerai

2000

Cultural Dynamics

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This article examines some of the contributions of subjugated peoples' knowledges to ‘western’ social science, particularly focusing on the development of analyses of race, class, and gender as interlocking spheres in which domination occurs. Often work on race, class, and gender intersectionality is taught and is understood as an outgrowth of academic western feminist inquiry that is attempting to acknowledge and embrace difference and eschew essentializing women's experiences. While feminist discourse has been an important site for the development of the intersectional framework, I argue that an important historical basis for social scientific thinking that addresses the intersection of race, class, and gender lies in activism and scholarship as exemplified by that of Anna Julia Cooper, Ida Wells Barnett, W.E.B. Du Bois, Amy Jacques Garvey, Cheikh Anta Diop, Audre Lorde, Kwame Toure, and others whose thinking about the social world has been shaped by their own western and non-western political and cultural experiences and research.

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Death Shall Not Find Us Thinking That We Die

Cited by 5 publications

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Rewriting memory: ideology of difference in the desire and demand for whiteness

Rewriting memory: ideology of difference in the desire and demand for whiteness

“African magic” or “African science”: Issues of technology in African higher education

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