The author analyzes the process of decolonialization, as seen first from Paris and then from Africa. He explains the reasons why and the means by which French policy was pushed, at an ever increasing pace, towards accepting the independence of the colonies; he gives an account of the way in which power was handed over and also outlines the problems which faced the new states.

This book presents a series of essays by leading English and French scholas examining the politics, economics, international relations and defects of the literary scene of France and the former territories of francophone West Africa since 1965. The approach is emphatically a thematic one rather than a country-by-country analysis.

France’s presence on the African continent has often been presented as ‘cooperation’ and part of French cultural policy by policy-makers in Paris – and quite as often been denounced as ‘the longest scandal of the republic’ by French academics and African intellectuals. Between the last years of French colonialism and France’s sustained interventions in former African colonies such as Chad or Côte d’Ivoire during the 2000s, the legacy of French colonialism has shaped the historical trajectory of more than a dozen countries and societies in Africa. The complexities of this story are now, for the first time, addressed in a comprehensive series of essays, based on new research by a group of specialists in French colonial history. The book addresses the needs of both academic specialists and those of students of history and neighbouring disciplines looking for structural analysis of key themes in France’s and Africa’s shared history.

Schools and National Identities in French-speaking Africa showcases cutting-edge research to provide a renewed understanding of the role of schools in producing and reproducing national identities. Using individual case studies and comparative frameworks, it presents diverse empirical and theoretical insights from and about a range of African countries. The volume demonstrates in particular the usefulness of the curriculum as a lens through which to analyse the production and negotiation of national identities in different settings. Chapters discuss the tensions between decolonisation as a moment in time and decolonisation as a lengthy and messy process, the interplay between the local, national and international priorities of different actors, and the nuanced role of historiography and language in nation-building. At its heart is the need to critically investigate the concept of "the nation" as a political project, how discourses and feelings of belonging are constructed at school, and what it means for schools to be simultaneously places of learning, tools of socialisation and political battlegrounds. By presenting new research on textbooks, practitioners and policy in ten different African countries, this volume provides insights into the diversity of issues and dynamics surrounding the question of schools and national identities. It will be of particular interest to scholars, researchers and postgraduate students of comparative and international education, sociology, history, sociolinguistics and African studies.

Most African states experienced only a few fleeting years of democratic rule after independence before succumbing to authoritarianism. During the 1970s and 1980s, Africans and Westerners alike came to view dictatorship to be as much a part of the region’s social landscape as its grinding poverty. Yet the end of the Cold War and the sharpening of the economic crisis at the end of the 1980s have breathed new life into campaigns for democracy in Africa, shaking the foundations of many long-standing autocracies. In some cases, dramatic transitions took place, though the fate of the new democracies is far from certain. This volume explores the origins and evolution of political reform movements in several states of francophone Africa. The authors first make the case for the distinctiveness of francophone Africa, based on the influences of colonial history, language, and France’s contemporary role in Africa, then survey the challenges of reform, including the problems of transition from authoritarianism and consolidation of democratic regimes. Case studies of thirteen former French and Belgian colonies follow, organized by level of reform achieved: peaceful regime change, incremental reforms, repressed reform efforts, and reform in the midst of war.