Africa has always blamed external colonisation for its Catch-22s such as violent ethnic conflicts for the struggle for resource control, perpetual exploitation, poverty, and general underdevelopment all tacked to its past, which is a fact, logical, and the right to pour out vials of ire based perpetual victimhood it has clung to, and maintained, and lost a golden chance of addressing another type of colonialism, specifically internal colonisation presided over by black traitors or black betrayers or blats or blabes. Basically, internalised internal colonisation is but a mimesis of Africas nemesis, namely external colonisation as another major side of the jigsaw-cum-story all those supposed to either clinically address or take it on, have, by far, never done so for their perpetual peril. In addressing internal colonisation, this corpus explores and interrogates the narratives and nuances of the terms it uses. The untold story of Africa is about internal colonisation that has alluded to many for many years up until now simply because it made Africans wrongly believe that it is only external colonisation their big and only enemy.

Africa has always blamed external colonisation for its Catch-22s such as violent ethnic conflicts for the struggle for resource control, perpetual exploitation, poverty, and general underdevelopment all tacked to its past, which is a fact, logical, and the right to pour out vials of ire based perpetual victimhood it has clung to, and maintained, and lost a golden chance of addressing another type of colonialism, specifically internal colonisation presided over by black traitors or black betrayers or blats or blabes. Basically, internalised internal colonisation is but a mimesis of Africa's nemesis, namely external colonisation as another major side of the jigsaw-cum-story all those supposed to either clinically address or take it on, have, by far, never done so for their perpetual peril. In addressing internal colonisation, this corpus explores and interrogates the narratives and nuances of the terms it uses. The untold story of Africa is about internal colonisation that has alluded to many for many years up until now simply because it made Africans wrongly believe that it is only external colonisation their big and only enemy. Nkwazi. N. Mhango is a Peace and Conflict Studies scholar currently at the Arthur V. Mauro Institute of Peace and Justices, St. Paul College, University of Manitoba, specialised in African studies, African history, decolonisation, deconstruction theories and terrorism.

The contribution works toward achieving its mentality-changing goals by essentially providing Afrikentication lessons radiating principally around the theme: Making African education relevant to African liberation and progress. The linchpin of the book is that we Africans truly need to cease dangling uselessly and reclaim our authentic roots if we have to independently move forward. This is an objective we clearly cannot correctly achieve when our intellectuals and universities (among others) who are supposed to be furnishing our liberation movements with sane policy and thought-leadership do continue in the same old colonial way of sheepish ‘theorising’ that excessively indulges in obliterating genuine African perspectives. Indigenous African education is the way to go! An inevitable rethinking in education, culture, and religion in Africa is recommended, basing on innovation and critical thinking which are sure highlights of communalism, which is a defining feature of the African way of life. The book thus harps on the need to recentralise African values and philosophy in the freedom and governance of the continent, as well as stressing the dire need for unity and visionary, dedicated and patriotic leadership.

In this book, the authors analyse and offer some insights into the history of the Democratic Republic of Congo (DRC). The story is told within the context of its conflicts, with an exploration of the complex and multilayered conflict causes and the attempts to resolve the conflict based on liberal peacebuilding. The book delves into an examination of gender relations in the country with insight into the gendered dimensions of conflict in the DRC and how liberal peace failed to resolve the conflict because of hidden agendas and interests by the West and other emerging powers as a typical replica of what has been ongoing in many conflict-laden countries / societies. The book is divided into two major parts. The first part, as noted above, delves into and dwells on the historicity and ontology of the conflict. The second part focuses on the various attempts at peacemaking that have taken place in the country, with emphasis on how liberal peace has failed to resolve the conflict. The book analyses various peacemaking strategies that have been employed and the role of women (or lack thereof) in peacemaking and peacebuilding processes; and finally, the failures, strengths, and weaknesses of international intervention strategies.

The contribution works toward achieving its mentality-changing goals by essentially providing Afrikentication lessons radiating principally around the theme: Making African education relevant to African liberation and progress. The linchpin of the book is that we Africans truly need to cease dangling uselessly and reclaim our authentic roots if we have to independently move forward. This is an objective we clearly cannot correctly achieve when our intellectuals and universities (among others) who are supposed to be furnishing our liberation movements with sane policy and thought-leadership do continue in the same old colonial way of sheepish ‘theorising’ that excessively indulges in obliterating genuine African perspectives. Indigenous African education is the way to go! An inevitable rethinking in education, culture, and religion in Africa is recommended, basing on innovation and critical thinking which are sure highlights of communalism, which is a defining feature of the African way of life. The book thus harps on the need to recentralise African values and philosophy in the freedom and governance of the continent, as well as stressing the dire need for unity and visionary, dedicated and patriotic leadership.

John Hargreaves examines how the British, French, Belgian, Spanish and Portuguese colonies in tropical Africa became independent in the postwar years, and in doing so transformed the international landscape. African demands for independence and colonial plans for reform - central to the story - are seen here in the wider context of changing international relationships.

This book on decolonising education chastises, heartens and invites academics to seriously commence academic and intellectual manumission by challenging the current toxic episteme the Western dominant Grand Narrative that embeds, espouses and superimposes itself on others. It exhorts African scholars in particular to unite and address the bequests of colonialism and its toxic episteme by confronting the internalised fabrications, hegemonic dominance, lies and myths that have caused many conflicts in world history. Such a toxic episteme founded on problematic experiments, theories and praxis has tended to license unsubstantiated views and stereotypes of others as intellectually impotent, moribund and of inferior humanity. The book invites academics and intellectuals to commit to a healthy dialogue among the worlds competing traditions of knowing and knowledge production to produce a truly accommodating and inclusive grand narrative informed by a recognition of a common and shared humanity.