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Clearing the Jungle out of African Studies

Published online by Cambridge University Press:  23 May 2014

Thomas O'Toole  and
Daniel Schafer
Thomas O'Toole
Affiliation:
Department of History, Western Carolina University, Cullowhee, North Carolina
Daniel Schafer
Affiliation:
Department of History, University of North Florida, Jacksonville, Florida
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Extract

Jungle imagery and prejudiced stereotypes still abound in American knowledge of Africa. In a 1967 survey of American schoolchildren, E. Perry Hicks and Barry K. Beyer found that the majority still saw Africa through a web of myth and unfavorable stereotypes which appeared to increase as students progressed from grade seven through grade twelve (1970, pp. 158-166). In closing remarks as President of the African Studies Association, Philip D. Curtin noted this dilemma and posed a compelling challenge to the Africanist community. “The 1970's,” Professor Curtin stated,

have a right to ask for something more, with nearly 2,000 university Africanists. Success will depend in large part on our ability to get over the barriers between higher education and the public schools. If this can be done, either indirectly through teacher education or directly through the further education of those who already are teaching, African studies may yet be called a success, at least in its teaching function (1971, p. 365).

This essay is written in response to Professor Curtin's challenge and as an attempt to begin a dialogue on how to teach African history effectively. It is our contention that African studies is a recent enough arrival on the academic scene that teachers have not yet developed, or have not yet shared, techniques of instruction to cope with the special problems inherent in the subject matter.

Type
Research Article
Information
African Studies Review , Volume 17 , Issue 1 , April 1974 , pp. 159 - 172
Copyright
Copyright © African Studies Association 1974

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References

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