A “Quest for Relevance”: The Memory Politics of UNESCO’s General History of Africa

Casper Andersen
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Abstract

In 1963, the United Nations Educational, Scientific and Cultural Organization (UNESCO) launched the General History of Africa (GHA) project which ran for over three decades. The stated aim of the project was to produce “a scientific history of African unity and culture from the inside” – a history written by Africans for Africans on the continent and in the diaspora. Those involved in the GHA as contributors, editors and UNESCO officials were motivated by what Ngũgĩ wa Thiong’o has labelled a “quest for relevance” which was felt strongly among African cultural elites during the decades after 1940. This quest for relevance involved contributing to the decolonisation of the mind based on the idea that the ending of formal colonial rule would be incomplete and meaningless without a cultural decolonisation in education, science, and the arts, including history. In this chapter I revisit the chequered history of the GHA and place the project in its historical context of Pan-Africanism and nation building. I unravel the institutional context and argue that the project was shaped by an agenda centred on the politics of historical memory shared by this generation of Africans and by UNESCO. Africa scholars put more emphasis on showing that Africans had a history than on asking how Africans’ history-making was implicated in establishing or contesting power. (Frederick Cooper, 1994)1 In November 2015, UNESCO – the UN special agency for education, science and culture – celebrated its 70 anniversary with proceedings that included a conference on the organisation’s history.2 During the celebrations, former Director-General and Senegalese geographer and diplomat Amadou Mahtar M′Bow explained what UNESCO had achieved during his Director-Generalship from 1974 to 1983.  Frederick Cooper, “Conflict and Connection: Rethinking African History,” American Historical Review 99, no. 5 (1994): 1528.  Mads K. Mogensen and Ivan. L Christensen, “Report on: Making a Difference: Seventy Years of UNESCO Actions UNESCO Anniversary Conference, UNESCO, Paris, 28–29 October 2015,” UNESDOC Digital Library, 2015, accessed 28 November 2019, https://unesdoc.unesco.org/ark:/48223/
“寻求相关性”:联合国教科文组织非洲通史的记忆政治
1963年,联合国教育、科学及文化组织(UNESCO)启动了非洲通史(GHA)项目,该项目持续了30多年。该项目宣称的目标是制作“一部非洲内部统一和文化的科学史”——一部由非洲人为非洲大陆上和散居海外的非洲人撰写的历史。参与GHA的撰稿人、编辑和教科文组织官员受到Ngũgĩ wa Thiong 'o所称的“对相关性的追求”的激励,这种追求在1940年后的几十年里在非洲文化精英中得到了强烈的感受。这种对相关性的追求涉及到思想的非殖民化,基于这样一种观点,即如果没有教育、科学和艺术(包括历史)的文化非殖民化,正式殖民统治的结束将是不完整和毫无意义的。在本章中,我将重新审视GHA的曲折历史,并将该项目置于泛非主义和国家建设的历史背景中。我揭示了制度背景,并认为该项目是由以这一代非洲人和联合国教科文组织共同的历史记忆政治为中心的议程塑造的。非洲学者更强调展示非洲人有自己的历史,而不是探究非洲人的历史创造如何与权力的建立或争夺有关。(弗雷德里克·库珀,1994)2015年11月,联合国教育、科学和文化的专门机构联合国教科文组织庆祝成立70周年,其中包括一个关于该组织历史的会议在庆祝活动中,前总干事、塞内加尔地理学家和外交官阿马杜·马塔尔·M 'Bow解释了他在1974年至1983年担任总干事期间教科文组织取得的成就。弗雷德里克·库珀,《冲突与联系:重新思考非洲历史》,《美国历史评论》99期,第2期。5(1994): 1528。Mads K. Mogensen和Ivan。L·克里斯滕森,《改变世界:教科文组织七十年行动》教科文组织周年大会报告,教科文组织,巴黎,2015年10月28日至29日》,联合国教科文组织数字图书馆,2015年,2019年11月28日访问,https://unesdoc.unesco.org/ark:/48223/
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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