How Europe Underdeveloped Africa
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Before a bomb ended his life in the summer of 1980, Walter Rodney had created a powerful legacy. This pivotal work, How Europe Underdeveloped Africa, had already brought a new perspective to the question of underdevelopment in Africa. His Marxist analysis went far beyond the heretofore accepted approach in the study of Third World underdevelopment. How Europe Underdeveloped Africa is an excellent introductory study for the student who wishes to better understand the dynamics of Africa s contemporary relations with the West.
as Asia and Latin America. Instead of speeding up growth, colonial activities such as mining and cash-crop farming speeded up the decay of “traditional” African life. In many parts of the continent, vital aspects of culture were adversely affected, nothing better was substituted, and only a lifeless shell was left. The capitalist forces behind colonialism were interested in little more than the exploitation of labor. Even areas that were not directly involved in the money economy exploited
and top executives of that country. In the U.S.A., in spite of the myth that everyone can reach the top, a high proportion of the ruling class went to exclusive schools like the private boys’ schools of Groton, St. Paul’s, St. Mark’s, and Philips Exeter. Under African conditions, anyone who went to school in the colonial period virtually entered the elite, because the numbers enjoying that privilege even at the primary level were so small. In addition, within each colony there tended to be at
and civil servants in 1937, the Graduates’ Congress embarked on a program of school building. Within four years, a hundred schools were opened with the help of voluntary contributions. A smaller but equally exciting experiment was that of the Bugabo United Schoolboys Association, founded by two schoolboys in Mwanza, Tanganyika, in 1947. It was aimed at adult education and in a short time attracted over a thousand people of all ages. The organizers set up a camp where they housed and fed those who
country, 56 Scandinavia, 35, 86, 251 Schict (company), 181, 185 Scholars, bourgeois, 83, 90, 103 Scholarship African, 70 bourgois, 227 Schools independent, 265–266, 271 initiation, 239, 270 self-help, 265–266, 271–272 Schweitzer, Albert, 250 Science, 10, 194 biological, 101 Scientific devices, Chinese, 5 Scientific knowledge, 40, 78, 173 Scientific research, 174–175, 221 military, 175 SCKN, 156, 182 SCOA, see Société Commerciale Ouest Africaine Scott, Francis, 154 Scramble
family, but the dokpwe, or work team, allowed a son to participate in carrying out a task of some magnitude for the father of his wife. In both of those examples, the right of the father-in-law to acquire labor and the obligations of the son-in-law to give labor were based on kinship. This can be contrasted with capitalism where money buys labor, and with feudalism where the serf provides labor in order to have access to a portion of land which belongs to the landlord. Having been produced on