African History and Institutions
A.Y. 2024/2025
Learning objectives
The course aims to provide students with the interpretive tools necessary to understand: 1. The assumptions regarding the formation of the colonial state, 2. The process of decolonization and, then 3. The constituent elements of the independent state in Africa and regional economic communities, realized in the face of domestic problems and global challenges. Those who follow the third teaching unit will be able to delve into a specific regional case study.
Expected learning outcomes
Students, at the conclusion of the course, will have understood the impact of the colonial "event" suffered by the different African peoples and their political, economic, social and cultural structures. They are expected to refine some ability in recognizing and articulating the different human reactions to the impact with the different colonial experiences arising from the exportation of the ius publicum europaeum, used to divide the continent among European powers and aimed at controlling not only the exploitation of land and mineral resources, but also its "human capital." This was classified using categories such as "ethnicity" or "race" in a relationship of cultural judgement and dependence, reproduced through the systematic epistemological annihilation of African cultures that even today produces consequences in the very way Africa is interpreted in the current vulgate in Western countries. They will thus understand the link between the historical legacy of competition for control and management of natural resources in sub-Saharan Africa, from the commodification of human resources to the globalized commodification of resources by the African developmentalist state.
Lesson period: Third trimester
Assessment methods: Esame
Assessment result: voto verbalizzato in trentesimi
Single course
This course can be attended as a single course.
Course syllabus and organization
Single session
Responsible
Lesson period
Third trimester
Course syllabus
I UD - Africanistics: research areas and sources; African commodity drainage programs (starting with human commodities) during different phases of the colonial era.
II UD - Continuity in African resource drainage during the post-independence era.
Students on the exam may focus on one of two main themes, alternating between them unless otherwise agreed with the lecturer):
Focus 1: Forms of colonialism.
Focus 2: Political-institutional evolution of the sub-Saharan state.
III UD - In-depth study related to South Africa.
II UD - Continuity in African resource drainage during the post-independence era.
Students on the exam may focus on one of two main themes, alternating between them unless otherwise agreed with the lecturer):
Focus 1: Forms of colonialism.
Focus 2: Political-institutional evolution of the sub-Saharan state.
III UD - In-depth study related to South Africa.
Prerequisites for admission
Contemporary history
Teaching methods
Teaching classes in interaction with attending students. The PowerPoint support that summarizes what was presented in class will be uploaded on the MyAriel platform (https://myariel.unimi.it/course/view.php?id=7090), in addition to a parallel cinema forum, aims to give insights on selected literature, documentaries, and movies. The aim is to stimulate debates and provide the right depth of information about institutional complex building courses in sub-Saharan Africa.
Whenever possible, authors of books relevant to this program will be invited.
Whenever possible, authors of books relevant to this program will be invited.
Teaching Resources
Attending students will be provided with the slides and materials assigned in class and uploaded to https://cfiamingosia.ariel.ctu.unimi.it/.
Non-attending students will have an augmented syllabus as indicated below.
I/II UD - Arrigo Pallotti, Mario Zamponi, Anna Maria Medici, L'AFRICA CONTEMPORANEA, Le Monnier Università, 2017.
- Non-attending students will bring it in its entirety to the exam.
- Attending students for the 6 cfu course can limit their study of parts of the textbook: Ch. 4/§2 and 3; Ch. 5/all; Ch. 11 (bringing 1 case of their choice); Ch. 17/all; Ch. 21(bringing 1 case of their choice); Ch. 22/all; of the case series of Ch. 25 §2 (bringing 1 case) of Ch.25 §3 bringing 2 cases (e.g., Ghana and Kenya); Ch. 29 §5 (bringing 1 case) and choosing 1 case among §6, §7 or §8.
- Attending students for the 9 cfu course can avoid studying the parts of the textbook that deal with South Africa (although reading them is recommended).
IIUD/ Case Studies: Students will be examined on 2 essays or 2 book chapters of their choice from one of the two selection for each focus, or from a selection previously agreed with the lecturer on topics of the student's choice.
Focus 1/ Colonialisms and their Consequences.
· Franz Fanon: Pelle nera, maschere bianche (Feltrinelli, 2015) oppure I dannati della terra (Feltrinelli, 2007)
· Antonio Morone (a cura di), La fine del colonialismo italiano. Politica, società e memorie, Le Monnier, 2019 (one of the three sections into which the volume is divided)
Focus 2: Political-Institutional Evolution of the Sub-Saharan State.
· Alessio Iocchi, Resistenti, ribelli e terroristi nel Sahel - dall'occupazione coloniale alle crisi contemporanee (1897-2022), Carocci, 2023 (1 chp)
· But also, by choice, from the following vols. in English (which contain essays in Italian too): (https://www.africheorienti.com/journal/issue/archive)
· Possibilità delle indipendenze in Africa, Vol. 21 No. 1 (2019)
· L'Africa tra vecchie e nuove potenze, Vol. 20 No. 1-2 (2018)
· The Specious Dividends of Peace in the Horn of Africa, Vol. 24 No. 2 (2021)
· Ten Years After the Uprising in North Africa and the Middle East: Historical Roots, Political Transitions and Social Actors,Vol. 23 No. 1 (2021)
· Continuity and Rupture in Ethiopia under the Ethiopian People Revolutionary Democratic Front, Vol. 22 No. 2 (2020)
· Libya in Transition: Human Mobility Conflict and State Building, Vol. 20 No. 3 (2018)
III UD - South Africa:
· Albrecht Hagemann, Breve storia del Sudafrica, Il Mulino, 2020
· Mario Zamponi, Breve storia del Sudafrica, dalla segregazione alla democrazia, Carocci, 2009
Non-attending students will have an augmented syllabus as indicated below.
I/II UD - Arrigo Pallotti, Mario Zamponi, Anna Maria Medici, L'AFRICA CONTEMPORANEA, Le Monnier Università, 2017.
- Non-attending students will bring it in its entirety to the exam.
- Attending students for the 6 cfu course can limit their study of parts of the textbook: Ch. 4/§2 and 3; Ch. 5/all; Ch. 11 (bringing 1 case of their choice); Ch. 17/all; Ch. 21(bringing 1 case of their choice); Ch. 22/all; of the case series of Ch. 25 §2 (bringing 1 case) of Ch.25 §3 bringing 2 cases (e.g., Ghana and Kenya); Ch. 29 §5 (bringing 1 case) and choosing 1 case among §6, §7 or §8.
- Attending students for the 9 cfu course can avoid studying the parts of the textbook that deal with South Africa (although reading them is recommended).
IIUD/ Case Studies: Students will be examined on 2 essays or 2 book chapters of their choice from one of the two selection for each focus, or from a selection previously agreed with the lecturer on topics of the student's choice.
Focus 1/ Colonialisms and their Consequences.
· Franz Fanon: Pelle nera, maschere bianche (Feltrinelli, 2015) oppure I dannati della terra (Feltrinelli, 2007)
· Antonio Morone (a cura di), La fine del colonialismo italiano. Politica, società e memorie, Le Monnier, 2019 (one of the three sections into which the volume is divided)
Focus 2: Political-Institutional Evolution of the Sub-Saharan State.
· Alessio Iocchi, Resistenti, ribelli e terroristi nel Sahel - dall'occupazione coloniale alle crisi contemporanee (1897-2022), Carocci, 2023 (1 chp)
· But also, by choice, from the following vols. in English (which contain essays in Italian too): (https://www.africheorienti.com/journal/issue/archive)
· Possibilità delle indipendenze in Africa, Vol. 21 No. 1 (2019)
· L'Africa tra vecchie e nuove potenze, Vol. 20 No. 1-2 (2018)
· The Specious Dividends of Peace in the Horn of Africa, Vol. 24 No. 2 (2021)
· Ten Years After the Uprising in North Africa and the Middle East: Historical Roots, Political Transitions and Social Actors,Vol. 23 No. 1 (2021)
· Continuity and Rupture in Ethiopia under the Ethiopian People Revolutionary Democratic Front, Vol. 22 No. 2 (2020)
· Libya in Transition: Human Mobility Conflict and State Building, Vol. 20 No. 3 (2018)
III UD - South Africa:
· Albrecht Hagemann, Breve storia del Sudafrica, Il Mulino, 2020
· Mario Zamponi, Breve storia del Sudafrica, dalla segregazione alla democrazia, Carocci, 2009
Assessment methods and Criteria
Nonattending students have an increased bibliographic load to compensate for attending the course, and lecture materials provided to attending students during lectures will be part of their assessment material.
The examination is oral. It consists of three (3) questions: The first is by choice. The examinee must demonstrate how to juggle the selected texts (both scheduled in the syllabus or agreed upon with the lecturer) with propriety of language, possibly anchoring the lecture topics to the textbook and the chosen case studies/essays and/or class lectures. The other two questions ascertain additional knowledge related to the program or the syllabus agreed upon with the lecturer for nonattending students.
Regardless of the textbook, attending and nonattending students can agree with the lecturer on a program that suits their interests.
In particular, the evaluation regards the ability of the attending student to participate in class discussions actively or the ability of the nonattending student to study independently with intellectual curiosity; these abilities, when combined with a coherent picture of the topics developed during the lectures, application of critical sense and adequate means of expression will be considered and evaluated with the highest classification (27/30-30 cum laude). Participation/autonomy, when combined with predominantly mnemonic acquisition of course content and discontinuous linguistic and logical skills, will be rated between a good (24-26/30) and satisfactory (21-23/30) classification. Participation/autonomy in the study combined with a minimum knowledge of the course contents and inadequate training gaps or language and logical skills will result in a minimum grade (18-20/30). A minimum level of knowledge of the course contents, inadequate language and illogical skills, or training gaps will result in exclusion from the assessment. With such deficient performance, even the assiduous attendance will not be sufficient for attending students.
The examination is oral. It consists of three (3) questions: The first is by choice. The examinee must demonstrate how to juggle the selected texts (both scheduled in the syllabus or agreed upon with the lecturer) with propriety of language, possibly anchoring the lecture topics to the textbook and the chosen case studies/essays and/or class lectures. The other two questions ascertain additional knowledge related to the program or the syllabus agreed upon with the lecturer for nonattending students.
Regardless of the textbook, attending and nonattending students can agree with the lecturer on a program that suits their interests.
In particular, the evaluation regards the ability of the attending student to participate in class discussions actively or the ability of the nonattending student to study independently with intellectual curiosity; these abilities, when combined with a coherent picture of the topics developed during the lectures, application of critical sense and adequate means of expression will be considered and evaluated with the highest classification (27/30-30 cum laude). Participation/autonomy, when combined with predominantly mnemonic acquisition of course content and discontinuous linguistic and logical skills, will be rated between a good (24-26/30) and satisfactory (21-23/30) classification. Participation/autonomy in the study combined with a minimum knowledge of the course contents and inadequate training gaps or language and logical skills will result in a minimum grade (18-20/30). A minimum level of knowledge of the course contents, inadequate language and illogical skills, or training gaps will result in exclusion from the assessment. With such deficient performance, even the assiduous attendance will not be sufficient for attending students.
Modulo
SPS/13 - AFRICAN HISTORY AND INSTITUTIONS - University credits: 3
Lessons: 20 hours
Modulo
SPS/13 - AFRICAN HISTORY AND INSTITUTIONS - University credits: 3
Lessons: 20 hours
Modulo
SPS/13 - AFRICAN HISTORY AND INSTITUTIONS - University credits: 3
Lessons: 20 hours
Educational website(s)
Professor(s)
Reception:
The professor receives students at the end of the lessons or by appointment e-mailing to [email protected] to organize a Ms-Teams call or an in-presence meeting, if necessary.
Ist floor, room 10, via Conservatorio 7