Narrativizing Postcoloniality: Responsibilities

Ọláníyan, Tejúmólá

doi:10.1215/08992363-5-1-47

Cited by 9 publications

(3 citation statements)

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“…Only after a careful and critical study of classical, colonial, and contemporary continental and diasporan African history did Du Bois deem an educator minimally prepared to proceed with the pedagogical process where African peoples are concerned. 2 Knowledge of "the whole cultural history of Africans in the world" is a necessity in Du Bois's philosophy of education on account of the complexities of the colonial, neocolonial, and some would add, "postcolonial" African condition (see Eze 1997b;Olaniyan 1992Olaniyan , 2000Quayson 2000aQuayson , 2000b). 3 Africana education "starts from a different point" because African peoples' historicity-that is, their concrete historical and cultural experiences and actualities-have required and continue to require and often demand, as Du put it, "a different starting point" (p. 95).…”

Section: Du Bois and Education As The "Drawing Out Of Human Powers"mentioning

confidence: 99%

W.E.B. Du Bois's Evolving Africana Philosophy Of Education

Rabaka

2003

Journal of Black Studies

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The aim of this article is to analyze W.E.B. Du Bois's educational thought for its key contributions to contemporary Africana philosophy of education. To succinctly explore Du Bois's philosophy of education, the article outlines some of the ways his pedagogical theories and practices are inextricable from, and virtually incomprehensible without critically considering, his philosophy of history, concepts of culture, economic thought, and social and political philosophy. Arguing that many scholars have both masked and marred Du Bois's contributions to philosophy of education by focusing almost exclusively on his "talented tenth" theory, this study examines his educational thought after he produced the classic, "The Talented Tenth" (1903), essay. The article advances that Du Bois's revision of the talented tenth into a theory of the "guiding hundredth," which stresses struggle, sacrifice and service, group leadership, and African historical and cultural grounding, provides Africana philosophy of education with a pedagogical paradigm and provocative point of departure.

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Section: Du Bois and Education As The "Drawing Out Of Human Powers"mentioning

confidence: 99%

W.E.B. Du Bois's Evolving Africana Philosophy Of Education

Rabaka

2003

Journal of Black Studies

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“…Some of these were raised inButler (1992),Trouillot (1992) Olaniyan (1992),Quayson (2001) andWeate (2003a;2003b).…”

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confidence: 99%

Rethinking Achille Mbembe’s ‘Provisional notes on the postcolony’

Adebanwi

Orock

2022

Africa

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Achille Mbembe's ground-breaking essay 'Provisional notes on the postcolony' (1992a) (hereafter 'Provisional notes') 1 is the most cited article published by the journal Africa. Three decades later, the article continues to influence the ways in which scholars account for the contradictions of socio-economic and political formations not only in Africa but in other postcolonial societies. In this part issue, we reconsider some of the vistas opened up by the essay in the analysis of different socio-political formations in Central, Southern and West Africa.Rarely does a single essay attain such significant influence as to immediately command the attention and critical response of colleagues and peers, enough to redirect debates and scholarship in a discipline or subfield. And yet, this is what Achille Mbembe achieved with his article. Remarkably, according to the entry in the contributors' biographies in that issue of the journal, this was one of Mbembe's earliest scholarly publications in English. Mbembe had already published very important books and essays on Cameroon's history in leading French outlets, between the mid-1980s and 1991mid-1980s and (see Mbembe 1985a1985b;1996). Furthermore, he had also been working for a few years as an academic at Columbia University and the University of Pennsylvania in the USA after his doctorate in history from the leading French university, the Sorbonne, in 1988. Yet, it was primarily 'Provisional notes' 2 that first introduced Mbembe to the

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“…To wit, several scholars (Karlström 2003;Olaniyan 1992; and Quayson 2000, among others) have noted Mbembe's 'pessimism' and his reluctance to acknowledge any prospects for resistance on the part of postcolonial subjects. 6 On the other hand, Mbembe (2001, 104) himself characterises the postcolonial subject as 'homo ludens par excellence', and finds in the people's humour and propensity for vulgarity a mode of interaction with the commandement, or postcolonial power.…”

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confidence: 99%

The infrapolitics of subordination in Patrice Nganang'sDog Days

Adejunmobi

2014

Journal of Contemporary African Studies

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Patrice Nganang's award winning novel Dog Days illustrates a recent trend in African literature in French from the mid-1990s, namely a move away from narratives about rulers to narratives about the ruled, a move away from studying the socially dominant to analyzing the socially subordinate. This paper aims to foreground some of the thinking on social subordination in recent African literature by examining Patrice Nganang's Dog Days in the light of James Scott's work on power relations and resistance in his book, Domination and the Arts of Resistance, as well as Achille Mbembe's reflections on power relations in his book, On the Postcolony. Unlike earlier works of African literature that either underscore the process of victimisation of social subordinates and/ or the place of resistance in their everyday acts, these more recent works exude pessimism about the willingness of subordinate subjects to engage in resistance, while affirming the necessity for, and efficacy of direct resistance as the primary antidote for social disorder. In the theory of social subordination elaborated upon in this novel which accords with, but also contradicts, Scott's analysis of the nature and process of resistance at particular points, acts of deference on the part of social subordinates do not necessarily conceal hidden transcripts. Furthermore, and to the extent that we occasionally encounter hidden transcripts, such transcripts are noteworthy mainly in so far as they instigate direct resistance against those who exercise power unjustly.

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Narrativizing Postcoloniality: Responsibilities

Cited by 9 publications

References 0 publications

W.E.B. Du Bois's Evolving Africana Philosophy Of Education

W.E.B. Du Bois's Evolving Africana Philosophy Of Education

Rethinking Achille Mbembe’s ‘Provisional notes on the postcolony’

The infrapolitics of subordination in Patrice Nganang'sDog Days

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