It is often said that history is our greatest teacher. It should also be said that when the history we learn is full of gaps, misrepresentation and errors it can be our greatest source of ignorance. Alarmingly few history books seek to capture the breadth of African history.
Largely written from a Eurocentric perspective, ÂAfrican history has essentially become the story of European Âpresence on the continent.
Although the presentation of Âhistory in South African school books has improved over the past few years, it Âcontinues to be a subject that few develop a passion for. Since the subject of African history, to many, remains a repetitive story of conflict, invasion, dispossession and enslavement, it also becomes an instant reminder of disempowerment.
We need to ask why a broader Âhistory of Africa is not told and what would happen if it was.
Not a dark continent
So, what is it about Africa that is so powerful? Let us remember that the branding of Africa is one of modern time’s biggest investment schemes. A whole industry has been built up around a needy, helpless and dependent Africa; a continent that most of our pupils would rather dream about leaving than root themselves in. Africa has been called the “dark continent”, but as the saying goes, “the darkest thing about Africa is our ignorance about it”.
Thanks to the impressive academic work of many African scholars, Eurocentric views of Africa have not remained unchallenged. Through their work, light has been shed on the many African civilisations that flourished for thousands of years throughout the continent.
There is ample evidence that African civilisation dates back a good 10 000 years and more. It is Âincreasingly accepted that Africa played a significant part in Âcontributing to other world Âcivilisations and laid a strong foundation for developments within sciences and philosophy.
Does African history really matter?
The author Amos Wilson made a convincing point about how history must be platform for regaining power. “We must look at the lessons that history teaches us. We must understand the tremendous value of the study of history for the re-gaining of power. If our education is not about Âgaining real power, we are being miseducated and misled and we will die educated and misled,” he wrote.
He was not talking about power in constitutional terms. He was talking about education as an instrument to evoke power within each individual, by allowing a balanced sense of consciousness to develop. This balance starts with an affirmed self; The self that our pupils often cannot find in the books they are reading.
To be educated in — and be left with a sole frame of reference to — Eurocentric information Âdevelops what clinical psychologist Na’im Akbar has called an anti-self in the South African pupil; where the mind obstructs the Âdevelopment of a healthy identity. Our education, in this sense, should then be positioned as an empowerment process to free each South African pupil from what psychiatrist Frantz Fanon called a colonised Âmentality and embrace what writer Es’kia Mphahlele termed an Âintegrated self.
The reason most of our children fall asleep at the mere mention of the word “history” might not be simply the reaction of a lazy, fun-craving mix-it generation. Maybe the reason is me! As much as I think I am a wizard of a teacher, maybe that is an image that only has validation in my own mind.
Perhaps I appear to be just as ancient as the history I try to Âpopularise. Maybe my first step in the direction of Âbecoming a great Âpropagator of history must be to internalise the depth of African wisdom.
How to teach African history?
When African history is taught from a liberating perspective it will help the pupil to reduce inferiority, build cultural resistance, create freedom from dependency and help to develop a balanced identity. This is a responsibility that society at large must take on. But, as educators, we need to do our part first.
When I began to understand the magnitude of literature written from an African perspective, I made a commitment to share as much as I could with young people Âeverywhere.
Ever since then I have kept in mind that my ideal pupil is a young person who confronts me with a completely uninterested stare on our first encounter; with body Âlanguage clearly articulating: “Ancient fossil-man, I have no need for, or interest in, that stupid, backward African history of yours!” Instead of seeing this scenario as a dreadful write-off, I embrace it as a necessary reminder to stay grounded. It is this young person I must make sense to. It is this mindset my lesson must be able to penetrate. I welcome the challenge enthusiastically.
A good educator actually believes in what she or he is teaching. Not in terms of being loyal to textbooks and curriculums, but in absolute Âdevotion to the necessity of what is being taught. So, if African history is Âpowerful, that power must be Âdemonstrated in the teaching Âmethods and pedagogic interaction in the classroom.
Why do we need Africa-centred education
The methods involved in Africa centred education should be multi-faceted, interactive and take place along circular, creative spirals of learning, as opposed to linear, one-dimensional thinking.
This requires the educator to be mindful of the learning environment, the content and the method of Âteaching. A methodology for making Âeducation a liberating experience is not simply covered by the articulation of ideological frameworks. It is a position, first and foremost in the educator’s mind; one that requires dedication to education as Âempowerment and the courage to be creative; one that commits to high expectations and to empowering the latent resources for power within every child.
Did I just make the teaching of African history sound like the most intimidating portfolio ever? Well, remember, the obstructive layers we need to dismantle are many. And will not go away easily.
So, is knowledge about African Âhistory power? I Âchallenge you to be the response to this question.
Baba Amani Olubanjo Buntu is a consultant, lecturer, writer and Âactivist-mentor with more than 25 years experience in youth, Âorganisation and community work.