For four decades, Makerere University, known as the "Oxford of Africa," was the sole university-level institution in all of East Africa. A fabled Mecca for aspiring youth, it trained many of the region's first generation of intellectual and political leaders, including the present presidents of Kenya and Tanzania. It remains one of Africa's most important universities today. As one of the first comprehensive look at an African university, this book tells the story of Makerere's colonial beginnings, its efflorescence during the 1950s and 1960s, its calamitous decline during nearly two decades of tyranny and civil war, and its resurgence following the restoration of peace and relative stability.

In 2000, the United States census allowed respondents for the first time to tick a box marked “African American” in the race category. The new option marked official recognition of a term that had been gaining currency for some decades. Africa has always played a role in black identity, but it was in the tumultuous period between the two world wars that black Americans first began to embrace a modern African American identity. Following the great migration of black southerners to northern cities after World War I, the search for roots and for meaningful affiliations became subjects of debate and display in a growing black public sphere. Throwing off the legacy of slavery and segregation, black intellectuals, activists, and organizations sought a prouder past in ancient Egypt and forged links to contemporary Africa. In plays, pageants, dance, music, film, literature, and the visual arts, they aimed to give stature and solidity to the American black community through a new awareness of the African past and the international black world. Their consciousness of a dual identity anticipated the hyphenated identities of new immigrants in the years after World War II, and an emerging sense of what it means to be a modern American.

DIVA theoretical troubling of the assumptions of uniformity in Blackness, comparing writings by and about African diasporic subjects from the U.S., Britain, France, and Germany./div

The first slaves imported to America did not see themselves as "African" but rather as Temne, Igbo, or Yoruban. In Becoming African in America, James Sidbury reveals how an African identity emerged in the late eighteenth-century Atlantic world, tracing the development of "African" from a degrading term connoting savage people to a word that was a source of pride and unity for the diverse victims of the Atlantic slave trade. In this wide-ranging work, Sidbury first examines the work of black writers--such as Ignatius Sancho in England and Phillis Wheatley in America--who created a narrative of African identity that took its meaning from the diaspora, a narrative that began with enslavement and the experience of the Middle Passage, allowing people of various ethnic backgrounds to become "African" by virtue of sharing the oppression of slavery. He looks at political activists who worked within the emerging antislavery moment in England and North America in the 1780s and 1790s; he describes the rise of the African church movement in various cities--most notably, the establishment of the African Methodist Episcopal Church as an independent denomination--and the efforts of wealthy sea captain Paul Cuffe to initiate a black-controlled emigration movement that would forge ties between Sierra Leone and blacks in North America; and he examines in detail the efforts of blacks to emigrate to Africa, founding Sierra Leone and Liberia. Elegantly written and astutely reasoned, Becoming African in America weaves together intellectual, social, cultural, religious, and political threads into an important contribution to African American history, one that fundamentally revises our picture of the rich and complicated roots of African nationalist thought in the U.S. and the black Atlantic.

Creating the New African University grapples with the existence of African universities, particularly in post-independent Africa, where Higher Education Institutions (HEIs) are supposed to live up to the expectations of being adaptive in dealing with prevalent complex, dynamic contemporary and future challenges facing African societies. The book tackles the issue of what ought to be done for African universities to maintain a structure and identity that ensures their relevance in Africa’s development through generating and transforming knowledge into actions for the common good. It engages issues within the context of how post-colonial transformative obligations have been managed in light of the prevalent epistemological and pedagogical underpinnings that form the foundations of these universities as they seek to break from the clutches of colonial legacies. This book further highlights an urgent need to do away with silos and embrace a multidisciplinary, interdisciplinary, transdisciplinary and cross-disciplinary dialogical approach towards knowledge generation. Such an approach is essential in efforts aimed at enhancing the sustainable reconfiguration of university structures and functions whilst linking knowledge produced to diverse social, economic and political facets of African societies in ways that promote and sustain competitiveness in a rapidly globalising world beset with technological advancements.

In this new history of music in Zimbabwe, Mhoze Chikowero deftly uses African sources to interrogate the copious colonial archive, reading it as a confessional voice along and against the grain to write a complex history of music, colonialism, and African self-liberation. Chikowero's book begins in the 1890s with missionary crusades against African performative cultures and African students being inducted into mission bands, which contextualize the music of segregated urban and mining company dance halls in the 1930s, and he builds genealogies of the Chimurenga music later popularized by guerrilla artists like Dorothy Masuku, Zexie Manatsa, Thomas Mapfumo, and others in the 1970s. Chikowero shows how Africans deployed their music and indigenous knowledge systems to fight for their freedom from British colonial domination and to assert their cultural sovereignty.

Bevat: Liberal versus practical orientation of curriculum development / Olusegun Oladipo ; Lessons of world history of the university for Nigeria today / Joseph Kenny ; Human capital in Nigerian universities : the presence of the past and the thrust of the future / Ifeanyi Onyeonoru ; University decline and its reasons : imperatives for change and relevance / Francis Egbokhare ; Knowledge production, cultural identity and globalization : African universities and the challenges of authenticity and transformation in the twenty-first century / Kolawole A. Owolabi ; Idealism versus pragmatism in the production of knowledge in Nigerian universities / Olatunji A. Oyeshile ; The university and the African crisis of morality : lessons from Nigeria / Ogbo Ugwuanyi ; Subjectivity, hermeneutics and culture / George F. Mclean ; Value systems and the interest groups of a university / Francis M. Isichei ; The place of theology in the university curriculum / Anthony A. Akinwale.