Intellectual History

Biography in the African context can take many forms, from brief entries in a biographical dictionary or obituary in a newspaper to multivolume studies of single individuals. It can encompass one or many subjects and serves both to celebrate the famous and illuminate obscure lives. Biographies can be instructional as well as inspirational. Sometimes, it is hard to draw a line between biography and autobiography because of the way a work has been compiled. An attempt is made to understand this vast range of forms, with reference to social and political biography. The main focus is on work produced since the 1970s, with examples drawn from all regions of sub-Saharan Africa (although Southern Africa is better represented than others, as is English-medium material). Matters that preoccupy biographers everywhere, such as the relationship between writer and subject and the larger relationship between biography and history, are raised. Biography can be an excellent entry point into the complexities of African history.

For scholars of African history, anthropology offers a number of valuable and invigorating methodological avenues, from engaging directly in ethnographic fieldwork to analyzing anthropological data compiled by others. Given the asymmetries of written documents and the biases of archival material for Africa, anthropological methods and sources offer a different type of access to those who, for various reasons, tend not to appear in other forms of documentary record. The materials of past ethnographic research—texts and material objects, produced and collected by anthropologists and their assistants as well as by missionaries, government officials, travelers, and others—constitute one of the largest categories of written source material. However, the contexts in which such research was conducted can present certain challenges when using these materials as sources. For example, the complex entanglements between colonial governance and the making of anthropological knowledge make it imperative for historians to be aware of the discipline’s intellectual history and how its ways of seeing and ordering have shaped portrayals of Africa’s diverse cultures.

Methodologically, historians are also experimenting with field methods that draw heavily on ethnographic techniques. The emergence of historical ethnography has developed a rich, syncretic approach, in which communities’ own relationships with, and understandings of, the past are brought to the fore. Although ethnography is known for its immersive and long-term fieldwork, elements of the technique can also be incorporated into other historical methods. This is in part a matter of approach, rather than of different source material. For example, engaging ethnographically with archives can offer different insights into issues of governance and the production of knowledge.

In the first half of the 20th century, Sudan, which included the territories of present-day Sudan and South Sudan, was ruled by a dual colonial government known as the Anglo-Egyptian Condominium (1899–1956). Britain was the senior partner in this administration, Egypt being itself politically and militarily subordinated to Britain between 1882 and 1956. During most of the colonial period, Sudan was ruled as two Sudans, as the British sought to separate the predominantly Islamic and Arabic-speaking North from the multireligious and multilingual South. Educational policy was no exception to this: until 1947, the British developed a government school system in the North while leaving educational matters in the hands of Christian missionaries in the South. In the North, the numerically dominant government school network coexisted with Egyptian schools, missionary schools, community schools, and Sudanese private schools. In the South, schools were established by the Anglican Church Missionary Society, the Roman Catholic Verona Fathers, and the American Presbyterian Mission. Whereas Arabic and English were the mediums of instruction in Northern schools, the linguistic situation was more complicated in the South, where local vernaculars, English and Romanized Arabic were used in missionary schools.

The last colonial decade (1947–1957) witnessed a triple process of educational expansion, unification, and nationalization. Mounting Anglo-Egyptian rivalries over the control of Sudan and the polarization of Sudanese nationalists into “pro-British” independentists and “pro-Egyptian” unionists led the British authorities in Khartoum to boost government education while giving up the policy of separate rule between North and South. In practice, educational unification of the two Sudanese regions meant the alignment of Southern curricula on Northern programs and the introduction of Arabic into Southern schools, first as a subject matter, then as a medium of instruction. Missionary and other private schools were nationalized one year after Sudan gained independence from Britain and Egypt (1956).

The Red Terror was a period of intense political and inter-communal violence in revolutionary Ethiopia during the late 1970s. This violence erupted two years after the revolution of 1974 and was concentrated in the cities and towns of Ethiopia, particularly in Addis Ababa, Gondar, Mekele, Asmara, and Dessie. In the struggle over the direction and ownership of the revolution, opposition groups of the radical left violently opposed a military regime that itself came to embrace and promulgate Marxist-Leninist language and policies, and that relied heavily on the use of armed force to stifle dissent. While much of the violence was carried out by security personnel, the delegation of the state’s means and instruments of violence to newly formed militias and to armed citizens was a defining feature of the Red Terror. The number of casualties and victims of the Red Terror remains heavily contested and is subject to divergent counting criteria and to definitions of the Terror’s scope in relation to other concurrent conflicts in the region, such as the Eritrean and Tigrayan civil wars; plausible figures suggest more than 50,000 deaths, in addition to many more who were subjected to torture, exile, personal losses, and other forms of violence. To this day, the Red Terror constitutes a period that is remembered in Ethiopia as much for the forms of its violence as for the extent of its harm. Its ramifications, from the support it triggered for the ethno-nationalist insurgencies that overthrew the military regime in 1991, to its role in the emergence of a sizeable Ethiopian diaspora, make the Red Terror an episode of defining and lasting significance in the modern history of Ethiopia.

Among today’s scholars there is a near consensus that precolonial African identities were relatively fluid, permeable, overlapping, and complex; that ethnic identities are socially constructed; and that a colonial order of delineated control encouraged Africans to rethink group identities and heightened a sense of socioeconomic and political competition along ethnic lines. There is also growing consensus that ethnic identities are nevertheless the subject of ongoing (re)negotiation and that, to find resonance, the politicization of ethnicity, while instrumental in motivation and opportunistic in character, must be rooted in linguistic, cultural, and socioeconomic similarities and communal experiences of marginalization, neglect, injustice, and achievement. Many scholars also emphasize how the realities of ethnically delineated political support reflect pragmatism and expectations of patronage in the context of difficult and unequal socioeconomic contexts, as well as the significance of remembered pasts and associated narratives of justice and strategies of acquisition. Such realities and discursive repertoires provide a list of grievances that elites can use to foster a sense of difference and mobilize local support bases, but that also provide nonelites with a means to question and counter intra- and intercommunal differences and thus social and spatial inequalities. Ethnic support then strengthened by a reinforcing cycle of ethnic bias and expectations of greater levels of assistance from co-ethnics. According to such arguments, ethnic identification and political support are rational, but not for the simple reasons that classic primordial, instrumental or neo-patrimonial accounts suggest.

The history of Islam in East Africa stretches back to around 1000 CE. Until the mid-20th century, it remained largely confined to the coast and closely bound up with the history of the Swahili towns situated on it. The Swahili language remains central to many East African Muslims, hence the occasionally heard phrase, “Swahili Islam.” East African Muslims are mostly Shafiites and some belong to Sufi orders, especially Qadiriyya and Shadhiliyya. Since c. 1850, Islam, with many variations in ritual, has become the religion of speakers of a multitude of languages across the region, second only to Christianity. The region’s independent nation-states initially promised equality for all religions within a secular order. Since c. 1990, though, the minority status of East African Muslims has fed into a multitude of grievances related to the region’s economic and political impasses. This situation has led to growing movements of Islamic preaching and activism, supported by increased contacts with congregations elsewhere in the Indian Ocean. At times, they have influenced electoral politics, especially in Zanzibar, where Islamic activism resonates with fear of marginalization by the mainland. In Kenya, Somali-influenced Islamist terrorists committed a series of atrocities in the 2010s. East African governments, in turn, have been proactive in tracking and disrupting such networks, and in Kenya, the government engaged in targeted assassination. Nevertheless, peaceful coexistence between Muslims and adherents of other religions remains the norm in East Africa, and its dynamics are often poorly understood.

Of central interest here are the historical sources on Islam and Africa, the role and contributions of manuscripts to the narrative, and how the new cyber world has become a domain for those sources as instruments for the generation and utilization of knowledge. Africa came in contact with Islam right from the birth of the faith in the 7th century. Although Judeo-Christian, Late-Antique, and pre-Islamic materials provided the earliest historical sources on Islam and its people, the Qur’an, hadith (statements of the Prophet Muhammad), and the sira/maghāzī (biography/expeditions) were the first original sources on Islamic history on which later writings, including those from Africa, drew.

The manuscript tradition in Islam is as old as the faith itself; it was one of the earliest material sources on Islamic sciences, and in the case of Africa, it provided a treasure trove of materials. At the beginning of the 21st century, the approach to scholarship and utilization of manuscripts changed radically, as digitization, creation of online databases, interconnected portals and links to universal portals, catalogs of manuscripts and published materials, among other innovations, redefined the ways knowledge of Islamic history is generated, accessed, and utilized.

Newspapers have become increasingly important as a source for African history, and the range of historical questions newspapers have been employed to address has expanded dramatically. Newspapers are not only sources for political history, they also have much to teach us about the social, cultural, and intellectual history of Africa. They were spaces of literary and textual experimentation. They also played an important role in the creation of new identities. It is essential, however, that we approach newspapers critically as sources and think carefully about their limitations, as well as the opportunities they present to the historian.

The heyday of African socialism as the animating force behind African political developments has passed. Yet, like other political doctrines of great revolutionary movements, its name and principles continue to be invoked by political and social leaders today. As recently as 2005, the Rev. Johnson J. Chinyong’ole of the University of KwaZulu-Natal argued that the principles of African socialism should guide the Anglican Church’s efforts in reducing poverty in Tanzania.

As part of the zeitgeist of early postcolonial Africa, the traditions and principles of African socialism have had a profound impact on how Africans have seen and shaped their world. An understanding of the central tenets of African socialism helps to explain the unique ways in which Africans have responded to and appropriated features of Marxism, socialism, and capitalism, as well as to illuminate distinctly African traditions of communalism, philosopher-kings, aestheticism, and perfectionism in politics.

Postcolonial West African history can be understood in terms of transitions across three successive eras: a post-independence era of high nationalism; the military era, characterized by profound political and socio-economic instability; and, finally, since the early 1990s, a democratization era, marked by continued swings between fevered hopes and anguished realities. These temporalities arguably converge on a singular leitmotif, namely, the attempt by state power to preserve its privileges and the struggle by social forces to resist the state and draw effective boundaries between the private and public domains. Gloomy for most of the “lost decade” of the 1980s, the prospect for such a project appears brighter today, especially in the aftermath of pivotal shifts in the global and regional political landscapes.